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 A Quarter Century of 
 
 Technical Education in 
 
 New South Wales. . 
 
 A MONOGRAPH PUBLISHED ON THE 
 OCCASION OF THE EXHIBITION OF 
 STUDENTS' WORK HELD AT THE 
 SYDNEY TECHNICAL COLLEGE, . . 
 EASTER WEEK, 1909. 
 
 ^f^A^^V 
 
 /^ F THE \ 
 
 ( UNIVERSITY J 
 
 \ OF S 
 
 Xis-CAUFOg^*^ 
 
 (Soiincji: 
 
 WILLIAM APPLEGATE GULLICK, GOVERNMENT PRINTER. 
 
 1909. 
 
 
 

 
Minister for Public Instruction: 
 THE HONORABLE J. A. HOGUE. 
 
 Permanent Under Secretary: 
 P. BOARD, M.A. 
 
 Technical Education Branch : 
 
 J. W. TURNER, Superintendent. 
 
 GEO. HOOPER, Assl. Superintendent. A. E. HIBBLE, Registrar. 
 
 Technological Museum : 
 R. T. BAKER, F.L.S., Curator. H. G. SMITH, F.C.S , Asst. Curator. 
 
 PUBLICATION COMMITTEE OF MONOGRAPH ; 
 
 J. W. TURNER, Superintendent, ex officio. 
 
 J. B. BROWN, Resident Master, Granville College. 
 
 C. A. SUSSMILCH, F.G.S., Lecturer-in-charge. Geological Dept. 
 
 JAS. NANGLE, F.I. A., Lecturer-in-charge, Dept. of Architecture. 
 
 J. R. WRIGHT, Lecturer-in-charge, Dept. of Art. 
 
 JOHN L. BRUCE, MEMB. ROYAL SAN. INST., Lecturcr-in-charge, Dept. of Sanitation, 
 
 Convener, and Editor of Monograph. 
 
 19898J 
 
PREFACE. 
 
 IN placing before the public this record of the first twenty-five years of organised 
 Technical Education in this State, the Publication Committee desire to take the 
 opportunity of thanking all concerned for their hearty and able assistance in its 
 composition, compilation, and production. 
 
 The idea of marking the close of the first quarter-century of organised Technical 
 training in New South Wales by the publication of this Monograph originated with the 
 General Advisory Council, which Mr. Turner, the present Superintendent, called 
 into existence immediately on his accession to his important office. Mr. Turner 
 warmly approved of the idea, and a Publication Committee of six members of the 
 General Council was appointed to draw up a scheme for the book. This scheme, 
 when completed, was submitted to the Minister for Public Instruction, the Hon. J. A. 
 Hogue, and he heartily fell in with the suggested plan, and kindly offered to write the 
 Introduction, which appears under his name. It is to his action in arranging to place 
 the resources of the Government Printing Office at the disposal of the Publication 
 Committee that this Monograph has been rendered possible. 
 
 In this way the Committee have been enabled to submit to the public all over 
 the world a record of solid progress in Technical Education, of which they venture to 
 believe New South Wales will have no reason to be ashamed. No doubt much, very 
 much, still remains to be accomplished ; but the progress of the past augurs well for a 
 still more rapid growth in the future. 
 
 Australians are sometimes accused of an undue love for sport of all kinds, to the 
 neglect, it is asserted, of a more intellectual training. The fallacy of those assertions 
 is amply proved by the statistics contained in this Monograph. These show that, in 
 proportion to the population served, the number of our Australian youths who, after a 
 hard day's labour, eagerly devote their evenings to study and work in our Technical 
 Colleges and Schools, bears favourable comparison to the record of any country 
 throughout the civilised world. 
 
 While the chief credit for this publication is justly due to the Minister for Public 
 Instruction for his action in the matter, the Publication Committee feel that they must 
 not omit to acknowledge the great services rendered by others. 
 
VI PRKFACK. 
 
 To Mr. Turner, the Superintendent of Technical Education, they are especially 
 indebted, not only for his warm general support, but also for the able and compre- 
 hensive articles which he has contributed, and which form so important a section of 
 this Monograph. They desire also specially to thank those officers who have supplied 
 the various articles following their names, Mr. Parnell Johnson, the Lecturer in 
 Industrial Art, for designing the cover, and the Government Printer, for their great 
 assistance in forwarding the work. 
 
 What that assistance has been will be realised by all who are practically 
 acquainted with press work, when it is understood that the whole of the Monograph 
 has been designed, written, compiled, printed, and published within a period of about 
 sixteen weeks from the date of the Minister's sanction. 
 
 The illustrations, which form so prominent a feature of the publication, have 
 nearly all been prepared from special photographs by the College Operator, Mr. Tremain, 
 the majority being taken at night by flashlight, and have been printed from photo- 
 engraving blocks prepared in the Government Printing Office. 
 
 The thanks of the Committee are also due to the Proprietors of the Sydney Mail 
 for the loan of seven of the blocks representing flashlight views of the Sydney College 
 classes at work. 
 
 JOHN L. BRUCE, 
 
 Convener of the Publishing Committee, 
 
 and Editor of the Monograph. 
 
CONTENTS. 
 
 PAGE. 
 
 INTRODUCTION, by HON. J. A. HOGUK. ix 
 
 TECHNICAL EDUCATION : 
 
 I A General View of the Subject I 
 
 II Twenty-five Years Technical Education in New South Wales ... ... 83 
 
 III The Present State of Technical Education in New South Wales 96 
 
 IV The Future View of Technical Education in New South Wa'es ... ... 129 
 
 DEPARTMENTS : 
 
 Art 143 
 
 Agriculture ... ... ... 15 
 
 Architecture ... ... ... ... ... 162 
 
 Biology ... ... ... 173 
 
 Chemistry and Metallurgy ... 177 
 
 Commercial : 
 
 Book-keeping ... ... ... ... ... ... ... 181 
 
 Penmanship and Correspondence ... ... ... ... ... ... 181 
 
 Foreign Languages ... ... ... ... ... ... . . ... ... 182 
 
 Domestic Economy ... - 184 
 
 Electrical Engineering and Physics ... ... ... ... ... ... ... 191 
 
 Geology, Mineralogy, and Mining ... ... ... .. ... ... ... 194 
 
 Industrial and Decorative Art ... ... ... ... ... ... ... ... 198 
 
 Mathematics ... ... ... ... ... ... ... ... 204 
 
 Mechanical Engineering ... ... ... ... ... 209 
 
 Printing and Lithography : 
 
 Composing 220 
 
 Machining ... ... ... ... ... ... 223 
 
 Lithography ... ... ... ... ... ... ... ... 225 
 
 Photo-Engraving ... ... ... ... ... ... ... 225 
 
 Sanitation ... ... ... ... ... ... ... 227 
 
 Training in Sheep and Wool ... ... ... ... ... ... 237 
 
 Women's Handicrafts ... ... ... ... ... ... ... ... ... 241 
 
 Sydney Technological Museum ... ... ... 245 
 
 Research Work ... ... ... 249 
 
 Synopsis of Exhibits ... ... ... 254 
 
 Administrative Branch ... ... ... 259 
 
VUl CONTENTS. 
 
 PAGE. 
 
 SEPARATE CLASSES : 
 
 Bootmaking School, Erskineville 263 
 
 Saddlery ... 2 66 
 
 Breadmaking 
 
 Coal-mining 
 
 Elocution and Voice Production 
 
 Leather Dressing and Tanning 
 
 Photography 271 
 
 Rail Carriage-building ... ... 2 72 
 
 Tailors' Cutting ... ... 2 n 
 
 SUBURBAN TECHNICAL SCHOOLS 2 y- 
 
 HURLSTONE AGRICULTURAL CONTINUATION SCHOOL 377 
 
 BATHURST TECHNICAL COLLEGE 2 86 
 
 BROKEN HILL TECHNICAL COLLEGE 292 
 
 GRANVILLE TECHNICAL SCHOOL 205 
 
 GOULBURN TECHNICAL COLLEGE 299 
 
 NEWCASTLE TECHNICAL COLLEGE AND SCHOOL OF MINES 303 
 
 WEST MAITLAND TECHNICAL COLLEGE 306 
 
 ALBUKY TECHNICAL COLLEGE 310 
 
 COUNTRY TECHNICAL SCHOOLS 3n 
 
 SCHOLARSHIPS AND BURSARIES 3 I2 
 
 THE 1909 EXHIBITION OF STUDENTS' WORK 316 
 
 THE TECHNICAL EDUCATION BOARD FROM 1883 TO 1889 319 
 
THE HON. J. A. HOGUE, 
 
 Minister of Public Instruction. 
 
INTRODUCTION. 
 
 BY THE HON. J. A. HOGUE (Minister of Public Instruction). 
 
 TECHNICAL EDUCATION is rightly regarded as indispensable to organized 
 society. It is absolutely essential to human progress. Time was when a 
 purely classic course at a University, crowning the elementary instruction imparted 
 in the common schools, was considered an all-sufficient passport to success in life. 
 There is no such thing as a finished education no Ultima Thule, where one may say : 
 Thus far have I come on the road of knowledge, and no further need I go. The 
 field of knowledge is wide as the Universe. Knowledge is power, and the nation or 
 the individual will succeed best whose acquired knowledge is widest, most suited to its 
 circumstances, and best applied. 
 
 Under the light of Science, civilization is developing new activities. These 
 bring with them the need of new methods in all avenues of industry in Art, 
 Commerce, Domestic Economy, in every department of human affairs. The nineteenth 
 century saw vast and wonderful developments in Science, Art, Literature, Mechanical 
 Engineering. It saw mechanical and industrial revolutions of greater import than 
 were ever brought about by wars or changes of dynasties. It was an era of inventions, 
 of breaking away from old-world traditions, of triumphs of mind over matter and the 
 forces of nature. The progress made during that era continues. Different nations are 
 keeping watchful eyes on each other's industrial methods, movements, and inventions. 
 Statistics, the collection of which has risen to the dignity of a science, enable different 
 communities to note exactly the progress made throughout the civilized world. The 
 struggle for wealth and the race for national supremacy are fiercer than ever known 
 before ; and the convincing ground between rival countries has in late years been 
 transferred, not entirely, but very largely, from the battle-field to the science class- 
 rooms, the Technical Colleges, and the Universities. 
 
 Education, which in former ages had a somewhat restricted meaning, and 
 narrowed down to elementary subjects, belles lettres, and to arts, has in these later days 
 broadened out so as to embrace every activity of life, contrasting as widely with what 
 went before, as does the broad and majestic river with the creeks and tiny streams that 
 feed it from their far-back sources. 
 
 The literature of Technical Education has reached such proportions that it is 
 difficult for the ordinary student of human affairs to keep pace with its remarkable 
 growth. It reaches proportions that compel specialization ; and the industrial develop- 
 ments with which it deals are among the most striking characteristics of the age in 
 which we live. New methods of extracting from Nature her secrets and adapting her 
 mysterious forces to human requirements are constantly springing from the busy brain 
 
X INTRODUCTION. 
 
 of man and superseding old systems. That silent, intangible, imperceptible thing 
 called Evolution is in no department of life more operative than in connection with the 
 means which man adopts in exploiting the earth and in his methods of manufacture, 
 production, and distribution. In primitive societies the tools employed to provide for 
 human needs were simple and rude, but they served their purpose. Their use made 
 small demands on the skill of those who handled them. As societies grew in 
 complexity, the apprentice system came into existence, and the secrets of handicrafts 
 were guarded with almost religious care. Just as it used to be thought that people 
 existed for the benefit of kings, so was it supposed that the interests of the masses were 
 subordinate to those of the instructed and expert few. These ideas have long since 
 given way to more enlightened views, and it is now more than ever recognised that 
 man does not live for himself alone. The training of the young in handicrafts, and for 
 the various activities of life, which in former times was very much a family affair, is 
 now seen to be a function that can, without any intrusion into the domain of domestic 
 life or infringement of individual rights, be properly discharged by the State. Modern 
 society is, indeed, a complex organism, and in civilized communities the family can no 
 more live for itself alone, as in the tribal state, than can the individual man live for 
 himself. 
 
 Also, it is becoming more clearly recognized that there is a close interdependence 
 between the mental and industrial equipment of the child on the one part, and the 
 requirements of the State on the other. The State requires, for its stability, its welfare, 
 that the child shall be educated, that, as it passes out of the primary school with the 
 foundation of knowledge laid, the superstructure shall be such as to ensure the reasonable 
 development of such gifts and capacities as Nature has endowed it with. 
 
 Then, in the multitudinous forms which modern industrial life assumes, with its 
 far-reaching changes in social conditions, comes the absolute necessity for higher and 
 more scientific instruction. Machinery now plays so all-prevailing a part in the world's 
 activities that the training given to our young men and young women differs radically 
 from what was requisite in former years. The exigencies of a restless age demand that 
 the artizan, the manufacturer, and the producer shall not merely be instructed how to 
 handle and work a machine, but shall also be taught how to master its underlying 
 principles. The training thus given tends to educate the mind as well as the hand, 
 and thus develops the intellectual powers, and leads men to think problems out for 
 themselves. To train our youths to think, and so to develop their faculties, is one of 
 the purposes of technical instruction. 
 
 A country's best asset, as has often been said, is its people. A man's best asset 
 does not consist of stores of wealth, but of the use to which he puts his natural gifts ; 
 and the country is the richer and happier, and safer, whose people make the best use of 
 their mental and moral faculties. 
 
 Nothing is clearer than that the pressure of competition between nations (as 
 between individuals) is compelling greater demands upon the mental and even the 
 physical powers of mankind. Mechanical inventions may save much wearisome toil, 
 and to a certain extent relieve man of the primal curse (if curse it be) of earning his 
 
INTRODUCTION. Xl 
 
 bread by the sweat of his brow ; but heavy demands upon his powers are yet made by 
 the pressure of modern competition and the complex conditions under which he has to 
 earn his living. Where before, he had to depend on his hands and his muscles, he 
 now depends more upon his mind. The training of the mind, then, becomes a problem 
 of the very first importance, if civilization is to go forward. 
 
 Here it may be well to remember that industry using the term in its broadest 
 sense is the foundation of all human society, the spring of all progress ; it is the 
 supreme differentiation between man and beast. To our industries we must look for 
 all that makes for our happiness, welfare, and security. That being so, it becomes of 
 paramount importance that our young men shall be so trained as to enable our country 
 to keep pace in its industrial activities with other countries. The necessary equipment 
 to this end, a course of instruction scientific in character alone can supply. The 
 teaching of science, and scientific methods of imparting instruction, are to-day recog- 
 nixed as essential in our Schools, Colleges, and Universities. The fact that it has 
 obtained this recognition, a recognition deeply rooted in our education system, is one 
 of the most hopeful signs of the age. We live in an age essentially speculative and 
 utilitarian. In the training of the young the great aim is, as it should be, utility. 
 A nation's utilities and speculations play an important part in the education of its 
 people. In the industrial life of a nation that looks to hold its ground, there can be no 
 standing still. If we search for the secret of the marvellous progress made throughout 
 the civilized world in modern times, we shall find it in its industrial life, and in that 
 desire to excel which gives the spur to inventive genius and encouragement to talent. 
 
 It has been said that great men of action, apostles of great thoughts, and 
 " lords of the great heart," have sprung from no exclusive class or rank in life. On 
 the contrary, the vast majority have been of humble origin. Most instructive it is, and 
 quite germane to the subject before us, to trace the lives of great men of all ages. A 
 few may be here enumerated. William Shakespeare was the son of a butcher and 
 woolcomber. James Cook, discoverer of our continent, was the son of a labourer. 
 Robert Burns, the son of a poor farmer, and himself a farm hand and ganger. From 
 the masons and bricklayers came 1 lugh Miller, the geologist ; Ben Jonson, the dramatist; 
 Allan Cunningham, the sculptor. Dr. Livingstone, the great missionary, and Robert 
 Tannahill, the Scottish poet, were weavers. Abraham Lincoln, greatest of United 
 States Presidents, was a backwoodsman and railsplitter ; Andrew Johnson, another 
 great President, a tailor ; John Bunyan, a tinker ; Faraday was the son of a blacksmith. 
 But the list might be indefinitely extended, and in this respect no nation differs from 
 another. It is interesting to study the lives of those who have left their footprints on 
 the sands of time, for it will invariably be found that these teach those grand lessons of 
 self-reliance and self-denial which enable men, while carving out their own fortunes, to 
 add to the general stock of knowledge, and to the sum of human happiness. They 
 were, most of them, largely their own educators. Necessity, the mother of invention, 
 is also the parent of progress, and the great need of the age is the will to strive for 
 higher ideals, and as each individual in the State works out his own destiny, he 
 contributes to the sum-total of that which shapes the destiny of his country. 
 
xii INTRODUCTION. 
 
 Technical Education, with which we have now to do, is of comparatively recent 
 origin. It cannot be claimed for our own motherland that she at present leads the 
 world in this field of action. A century ago she was foremost in mechanical callings 
 and in the effective use of tools of trade. In some directions she has held her own ; 
 in others she has been surpassed, notably in the organized and scientific methods of 
 training the inventive faculties and developing the industrial capabilities and the self- 
 reliance of her people which the German nation has adopted. Something too much, it 
 may be thought, is heard of Germany and German methods of late years. But her 
 education system, at any rate, compels admiration. In fields of original research, in 
 almost every branch of science, and especially in educational methods, Germany and 
 the United States of America are great exemplars. We would be unwise, foolishly 
 self-contained, did we not drink from founts of knowledge wherever we may find them. 
 
 If in the Monograph here produced we are told much of what is being done 
 elsewhere, it is well to see how we ourselves compare with other parts of the world, 
 and in what way we may profit by what is being there achieved. 
 
 However, the time is thought to be opportune to look around and put on record 
 some of the features of the movement that has given birth to the splendid systems of 
 technical education which are doing so much to move the world along and add to the 
 happiness of mankind. Also it is seasonable to take a review of our own efforts 
 during the quarter of a century that has passed since our pioneers set their hands to the 
 work. The field was not large when they began their self-imposed task. It was 
 practically virgin soil they had to work in. They laid the foundations well. They 
 had their hearts in the work. They foresaw the great need of it in the time ahead of 
 them ; and they should for ever be held in honor for the noble service they rendered 
 their country. 
 
education 
 
 BY J. W. TURNER, 
 
 Superintendent of Technical Education in New Souf/i Wales. 
 
 I. GENERAL VIEW OK THE SUBJECT. 
 II. TWENTY-FIVE YEARS OK TECHNICAL EDUCATION IN NEW SOUTH WALES. 
 
 III. THE PRESENT CONDITION OF TECHNICAL EDUCATION IN NEW SOUTH WALES 
 
 IV. THE FUTURI-: OF TECHNICAL EDUCATION IN NEW SOUTH WALES. 
 
 1.--A General View of the Subject. 
 
 TECHNICAL EDUCATION embraces such branches of instruction as have 
 a direct relation to the various arts and manufactures. The subject thus 
 covers a very wide area, and includes many different methods and 
 processes of imparting practical knowledge, such as school-training in 
 the theoretical basis of various arts, and an apprenticeship system in 
 which manipulation reinforces theoretical definitions, postulates, and axioms. 
 Technical Education, however, as understood since the agitation for its extension 
 which arose in Great Britain chiefly after the Paris Exhibition of 1867, applies, 
 principally, to instruction in those sciences which have a direct bearing on manu- 
 facturing industries, and in the principles which underlie mechanical and manipu- 
 lative trades. The demand for increased attention to such subjects as come under 
 the head of "Technical Education" arises partly out of the fact that various 
 Continental nations had instituted special " Schools of Technical Education," on 
 the fostering of which they expend large sums of money to the manifest advantage 
 of their industries, and also from the fact that the modern system of manufactures 
 at once demands greatly increased technical knowledge, while it has rendered the 
 acquisition of such knowledge in the workshop increasingly difficult. Thus the 
 minute subdivision of labour greatly circumscribes the area of the artisan's practical 
 knowledge, and the extensive application of machinery in many instances makes 
 him, so far as his work is concerned, little more intelligent than the machinery 
 itself. Technical Education is now a world-wide movement, and Technical Schools 
 are to be found in every important city, and even in many minor towns, in all 
 countries boasting the advantages of modern civilisation, and large funds are 
 annually devoted (by the State, by the Municipal Government, by Trade Guilds 
 and Corporate Associations, and by private endowment) to the purpose of making 
 
TECHNICAL EDUCATION. 
 
 Technical Education easily accessible to all classes, irrespective of age, sex, and 
 social position ; for only in Technical Education does a nation secure industrial 
 supremacy. 
 
 Technical Education had its beginnings in England with Richard Folev and 
 Swedish steel ; James Brindley and water-engines ; James Watt and Matthew 
 Boulton and steam machinery ; Sir Richard Arkwright and the spinning-jenny ; 
 Edmund Cartwright and the power-loom ; Robert Fulton (the American) and the 
 steamship; George Stephenson and the "Rocket"; Thomas Telford and bridge- 
 building ; Henry Bessemer and the steel process ; Robert Stephenson and railway 
 construction ; and many another pioneer in the realm of scientific industrialism, 
 who founded, developed, or discovered new methods of applied induction and made 
 new exploitations of the material universe. But though Technical Education had 
 its beginnings in England, it has since had its greatest growth and development in 
 Germany, in Switzerland, in the United States of America, and in the great 
 Canadian Dominion. 
 
 GERMANY. 
 Technical Education. 
 
 Some thirty years ago, when the newly-born Empire had begun to recover 
 somewhat from the tragedy of the conquest of France and the third Napoleon 
 (1870 1871), a great political economist rose in Germany. His name was Friedrich 
 List, and he was styled the " Father of Protection." It has also been claimed for him 
 that, indirectly, he was the originator of Technical Education in Germany. This is, 
 however, only partly true, because technical instruction has always formed part of 
 the German Educational Curriculum. Nevertheless, the adoption of a new Industrial 
 Policy as a weapon of international economic warfare made a new demand upon 
 technical efficiency a demand which was met with that genuine thoroughness which 
 forms so characteristic a trait of the Teutonic temperament; and if technical and 
 special instruction were before then advantageous to Germany's existence, it now 
 became imperative to her progress ; and since then the great Teutonic Confederation 
 has never looked back. 
 
 It has often been said that the issue of the war of 1870-1 was largely owing 
 to the fact that every German soldier was a mechanician. The cavalryman was 
 a farrier who could shoe his horse, and a veterinary surgeon who could doctor it. 
 The linesman knew the parts of his rilie, could take it apart, repair it if required, 
 and put it together again. The artillerist was a practical engineer, to whom the 
 mechanism of his cannon was an open book. Even the drivers of the baggage 
 and ammunition waggons were blacksmiths and wheelwrights. The German army 
 was a "Technical School," making a marching tour through France for educational 
 purposes. An armed force of such perfectly human machines was invincible. 
 
A GENERAL VIEW OF THE SUBJECT. 
 
 In the elementary schools of Prussia and Saxony free instruction combined 
 with compulsory attendance had been in operation for the greater part of a century ; 
 and in these countries at least there was an unlimited supply of highly intelligent 
 workmen, who had received a liberal elementary education, and who (even as 
 apprentices) brought to the exercise of their various crafts a useful grounding in 
 technical knowledge, and (as W. H. Dawson points out in his excellent recent 
 book, " The Evolution of Modern Germany ") they possessed also, in many instances, 
 a certain manual dexterity gained in the Continuation or the Professional School. 
 Nevertheless, taking the Empire as a whole, Technical Education as an imperial 
 and national German institution may be regarded as not older than the third 
 of a century. 
 
 With the dawn of a new era, a determination to employ to the fullest extent 
 the chemical discoveries of the world, and the illimitable possibilities of electricity 
 in the arena of competitive international commerce, Germany prepared for the 
 coming industrial struggle with a clear and perfect appreciation of all the advantages 
 to be obtained frcm the completest technical training. To a certain extent, the 
 nation was already equipped in this particular, for the best of the Empire's large 
 Technical Schools (particularly those of Prussia and Saxony) are fifty and sixty, 
 and some even a hundred years old. To-day these schools are legion, and are 
 established in all the large towns, not infrequently in very small towns, and their 
 administration embraces the entire realm of industry and of industrial art. It is 
 noteworthy, moreover, that the Technical Schools are conducted on lines of absolutely 
 economic efficiency. Expense is never allowed to triumph over utility, and costly 
 ornamental figureheads are conspicuous by their absence. The Teachers are all 
 severely practical ; yet the very best talent is secured. In Germany, it must be 
 remembered, men of the highest competency in their distinctive departments can be 
 obtained in any desired number for the best of the Technical Schools at moderate 
 remuneration, simply because the standard of professional salaries is nowhere very 
 high, and, because there is always a ready market for the services indicated, the 
 supply is not only ample but constant. For instance, in the realm ruled by the 
 Kaiser, the exclusive services of a University-trained architect can be had for a 
 Technical College, conducted for the education of youths engaged in the building 
 trades, at a salary of ^210, rising to ^310. This gentleman would have under his 
 charge all the departments dealing with building construction, constructive materials, 
 architecture, stone-cutting, draughtsmanship, and ornamental lettering. The services 
 of an engineer with a University training for a cognate position can be obtained for a 
 salary of ^175, rising to ^,260, and he would have charge of the departments relating 
 to building construction, constructive materials, mathematics, physics, geometry, 
 statics, surveying, &c. Yet in Germany, Technical Education is so piously revered 
 that no agency is neglected. It may be imparted by means of "the humble village 
 
TECHNICAL EDUCATION. 
 
 class, conducted in the winter evening hours by the light of the oil-lamp in the 
 low-roofed school-room ; by the travelling exhibition of samples of skilled handicraft 
 which sets provincial ambitions aglow ; by the itinerant teacher who carries a 
 vitalising store of rudimentary technical knowledge from hamlet to hamlet, and from 
 farm-house to farm-house in the sequestered mountain districts where home industry 
 is the main support of the population during half the year" ; for the most impressive 
 fact about Technical Education as developed in Germany is its comprehensiveness. 
 It is applied to every occupation in which it is better for a workman to have than to 
 be without. "Dresden China" is in itself a triumph of technical knowledge and 
 technically acquired skill ; but Saxony, more than any other State in the Kaiser's 
 dominions, fostered Technical Education until, as Dawson very accurately remarks, 
 it " passed into the very life of the land and its people." In Saxony the oldest 
 Technical School goes back to the middle of the Eighteenth Century. It dates from 
 1766, and bears the name of the Freiberg Academy of Mining. In 1769, the principle 
 of obligatory education was introduced, and in 1805 (just after the awful tragedy 
 of Austerlitz) it was systematically enforced. Chemnitz had a school of industrial 
 design as early as 1796, and early in the Nineteenth Century the first three schools for 
 lacemaking were established, while the town of Annaberg originated the system 
 of Industrial Continuation Schools in 1823, being initiated by Zwickau in 1828 
 and by Chemnitz in 1829. Disregarding altogether the regular schools (Primary, 
 Continuation, Middle, Higher), there are, upon a moderate computation, in this 
 comparatively small country no fewer than 360 special schools which are exclusively 
 engaged in imparting technical knowledge of some kind. Yet the population of 
 Saxony is less than five millions ; hence the average of one systematic Technical 
 School to every 13,000 adult and juvenile inhabitants is one extremely creditable. 
 Moreover, there is nothing exoteric Governmentally imposed in this connection. 
 As W. H. Dawson, in his book on Modern Germany, is careful to point out, the 
 movement is emphatically the result of a spontaneous desire and enthusiasm for 
 Technical Education. Hence, it owes its existence overwhelmingly to the initiative 
 and independent action and sacrifice of the people themselves. Before the State ever 
 troubled itself about Technical Schools these institutions existed in large numbers, 
 and were doing a work of the greatest usefulness and value. Indeed, the Government 
 is not obtrusive in its assistance, even to this day. As far as possible, the estab- 
 lishment ol Technical Schools is allowed to proceed naturally from felt needs, and 
 those who feel the need are allowed to supply it wherever it is practicable ; for it is 
 held that these Schools, if they are to succeed, must be kept as closely as possible 
 connected with practical life, and this means that practical men must, from first to 
 last, have the handling of them. It is only in cases in which, from exceptional 
 circumstances, the initiative and the requisite power thereof is lacking, or where 
 universal and not merely local interests are at stake, that the State enters with its 
 
A GENERAL VIEW OF THE SUBJECT. 
 
 authority. Even when the Saxon Government orders the provision of Technical 
 Schools, it still relies to the utmost upon local interest and local effort. Local interest 
 and local effort are, however, seldom lacking in practical Saxony, in which little 
 Kingdom each place studies, not an impossible ideal, but an immediate necessity ; 
 and the industries mainly concerned in the matter are the parents and supporters, or 
 the class they endow. Thus the Trade Schools (Handelsschulen) are very largely 
 in the hands of merchants and the (differently named) manufacturers' associations. 
 Of the sixty-one schools of this kind, fifty-five were established by such bodies ; five 
 are in private hands, and six are Municipal institutions. Of forty-six Industrial 
 Continuation Schools (a technical differentiation of Continuation Schools proper), 
 thirty owe their existence to Trade and Industrial Associations ; one only is private, 
 and fifteen are controlled municipally. But, on the other hand, most of the Higher 
 Technical Schools, whether purely industrial or art industrial, are State institutions, 
 for here larger outlays than private bodies could well be expected to incur are 
 necessary, while many of the schools which encourage the rural-house industries 
 could never have been called into existence, owing to the poverty of the population 
 of the interested localities, had not the Government wisely taken the initiative. In 
 parenthesis, and in this connection, one can hardly refrain from quoting the remark of 
 Mr. Charles Moberly Bell, which fits Australia quite as appositely as it fits America 
 "Americans," said the Chairman of the Eighteenth Ordinary Meeting of the Royal 
 Society of Arts, England (dealing with a paper by Sir William H. Preece, K.C.B., 
 F.R.S., on "Technical Education in America"), "Americans (and, inferentially 
 Australians) had to think of what they would do with their money ; and, as they 
 could not buy peerages in America, they endowed Schools with it." However, in 
 Australia we have had generous benefactors, of whom Sir George Grey, Sir Samuel 
 Wilson, John Henry Challis, Peter Nicol Russell, George Brookman, Sir J. Langdon 
 Bonython, Hugh Dixson, and others stand prominently forth ; but of these, more 
 anon. The Government in Saxony, by the way, has a scrupulous eye on the 
 tremendous responsibilities to the community of the wealthy, and has rigorously 
 adopted the principle of requiring Trade Societies and private individuals to do 
 all that they should, and all that they can, to promote the cause of Technical 
 Education. The Trade Schools of Saxony are established, as a matter of easily 
 understood necessity, in the towns, and the merchants and manufacturers support 
 these schools with marked liberality, as they know by pleasant and profitable 
 experience their immense value. 
 
 As Mr. W. H. Dawson is careful to point out, for easily understood reasons the 
 Agricultural Schools in Saxony receive fairly liberal grants, while the Industrial 
 Schools receive less, and the Trades Schools least of all. The last-mentioned are, of 
 course, in the towns mainly, where also are the Industrial Technical Schools, which 
 are generously aided by the Trade Guilds. In all cases the Government adopts a well" 
 
TECHNICAL EDUCATION. 
 
 nigh Spartan supervision, in every case throwing the burden of support upon the 
 industrial and commercial classes which benefit most from the institution of these 
 Technical Educational Academies. 
 
 The schocls of Saxony may be divided, approximately, into five principal 
 groups or classes, viz. (i) the Higher Schools or Colleges ; (2) the Art and Art 
 Industrial Schools ; (3) the Industrial Schools proper, with their adjuncts, the 
 Industrial Continuation Schools; (4) the Commercial or Trade Schools ; and (5) the 
 Agricultural Schools. 
 
 It is the object of the Technical Colleges, in this advanced German kingdom, to 
 afford the highest possible technical instruction (both theoretical and practical), and 
 the State has, upon this account, undertaken the greater part of the cost of this branch 
 of Saxony's educational system. At the head stands the Technical College of 
 Dresden, founded as a Polytechnic School as long ago as 1828, and placed upon its 
 present basis in 1871. It has five departments, devoted respectively to (a) Architecture, 
 (b) Civil Engineering ; (c) Machine Construction and Electrical Engineering ; (</) 
 Chemical Industries, with (e) a general department for Mathematics, Natural Science, 
 Political and Social Sciences, Philosophy, Philology, &c., and for the training of 
 teachers in Technical Science, Mathematics, and Physics. The great majority of 
 students come from the Modern Higher Schools, few from the Classical High Schools, 
 and nearly ,1,700 a year is granted in exhibitions, gratuities to poor students, and in 
 contributions towards the cost of scientific journeys and excursions, in order to 
 encourage deserving talent in needy circumstances and to stimulate the spirit of 
 scientific investigation. 
 
 The schools of the fourth group the Commercial or Trade Schools are sixty- 
 one in number, and they owe their origin and wonderful success to the enterprise and 
 commendable liberality of the Commercial Corporations and Associations, and also to 
 the generosity of individual members of the merchant class, for communal action is 
 very rare. Moreover, these schools are especially intended for apprentices for the 
 merchants of the future. The enthusiasm for Technical Education is so great, that not 
 alone are there academies for the imparting of instruction in architecture and the 
 mechanical, chemical, and electrical industries ; in the building trades ; in machine 
 construction, including the training of overseers for the mechanical and electrical 
 industries ; in industrial design, embroidery, weaving, dyeing, mining industries, &c., 
 but there are actually seven State Schools of Navigation intended for the boatmen of 
 the Elbe. Finally, there is an imposing array of ninety-eight Technical Schools 
 (Eachschulen) distributed throughout Saxony, devoted to special local industries, 
 handicrafts, and trades, and instructing in the year 1904 no fewer than 8,000 students. 
 
 At none of the schools to which reference has been made is attendance 
 compulsory, although an indirect pressure is certainly exerted. This is accomplished 
 in the following fashion. Since the year 1893, compulsory attendance in Saxony has 
 
A GENERAL VIEW OF THE SUBJECT. 
 
 been legalised at a Continuation School. For three years after leaving the Primary 
 School (that is, from the ages of 14 to 17 years) boys and girls must carry on their 
 education in an advanced night school. Saxony was the second State in the German 
 Empire to adopt this epoch-making method of coercion. However, with a view to 
 economising time, they are given the option of passing these three compulsory years 
 in a Technical School instead. 
 
 It is noteworthy that many of these young Saxons go at once to Industrial or 
 Trade Schools, while others pass their compulsory years in what are known as 
 Industrial Continuation Schools, a type of school which the Education Law of 1873 
 called into existence. These schools were forty-six in number in 1904, and were in 
 that year attended by over 9,000 scholars. 
 
 The law relating to compulsory attendance is not regarded as a hardship, for 
 the students who come under it not only attend school most willingly, but they often 
 continue their attendance long after their legal duty has been fulfilled. Indeed, all 
 the more intelligent and persevering students of the Continuation Schools pass on 
 without any pressure into the Industrial Schools, which naturally increase from this 
 reason both in number and popularity. Compulsion in Saxony has been such an 
 emphatic success that it could with perfect safety be now dispensed with ; in fact, the 
 educational authorities place far less reliance on the rigour of the law than upon 
 fostering the spontaneous desire to learn, to know, and to excel. In Prussia, 
 however, what one might term "regimentation" is more vigorously enforced. 
 
 Every five years the Department of Education of Saxony publishes a complete 
 register of the Schools throughout the country, recording what each has done or 
 failed to do awarding praise without stint to the praiseworthy, and turning the 
 fierce searchlight of comparison upon the dilatory and backward. It is, by the way, 
 instructive to note, in passing, that considerable laxity is purposely allowed in the 
 requirement of formal certificates of efficiency of the usual examination type, on the 
 ground that in the Lower Technical Schools the demand made is rather for practical 
 ability than an encyclopaedic knowledge of theory. One of the means adopted for 
 the promotion of friendly rivalry is the holding of periodical exhibitions of students' 
 work, these being intended, not so much for the general public as for the schools 
 and the teachers themselves. All schools are thereby encouraged and even expected 
 to take part, no matter what proficiency may be attained, whether it be great or small. 
 "There are no parade horses at our exhibitions," remarked the Saxon Director of 
 Education to a British visitor ; " Our object is not to create a spectacle, but to 
 produce solid results." 
 
 Germany as an Empire stands first among modern nations in her great love 
 of the education of her people, and in her wise and comprehensive provision for the 
 efficient attainment of her noble ideals. From the general view of the subject here 
 given, it will be advantageous to descend to particular details. 
 
TECHNICAL EDUCATION. 
 
 The Realschulen of Germany. 
 
 The German Realschule, which compulsorily provides educational equipment 
 up to 1 7 years of age, is the great national seminary for the majority of the Empire's 
 younger students. They have a curriculum (vide that of the second State Realschule 
 of Dresden, Vol. Ill, pages 59 to 63, N.S.W. Commissioners' Report) which embraces 
 the following subjects, arranged for six classes, namely : Religion, German, French, 
 English, Geography, History, Nature-Description, Physics, Chemistry, Arithmetic, 
 Algebra, Descriptive Geometry, Geometry, Drawing, Writing, Singing, Gymnastics, 
 and Stenography (optional). It will be noted that the curriculum excludes Latin and 
 Greek, and substitutes French and English in its language requirements. There arc 
 also Ober Realschulen, with a nine years' course, which also exclude the classical in 
 favour of modern languages. The curriculum of the Commercial Section of one ot 
 these latter namely, that conducted at Karlsruhe, in the Grand-Duchy of Baden is as 
 follows : German (commercial correspondence and language), French (commercial 
 correspondence and conversation), English (commercial correspondence and con- 
 versation), Book-keeping, Commercial Science, Commercial Arithmetic, Commercial 
 Geography, History, Stenography, Gymnastics, and Italian. 
 
 The Realschulen have an extended course of a second three years, and leave the 
 youth at 20; but up to 17 the course is compulsory, as a reference to the introduction to 
 this monograph will readily show, such particularly being the case in Saxony and 
 Prussia, the leading German countries in the important matter of Secondary Education. 
 These Realschulen are attended very numerously by boys who purpose following a 
 business career. The early years of the course are devoted to general instruction in 
 Modern Languages, Mathematics, Natural Sciences, Geography, Drawing, Singing, 
 and Gymnastics. The German, with his Teutonic thoroughness, and his firm belief 
 of the necessity of the enforcement of the principle of " mcns sana in corporc sano," is a 
 vehement advocate of the virtue of gymnastics in a school or college curriculum. In 
 the latter years of the course the instruction becomes more specialised. The great 
 feature of these Realschulen is the splendid success they achieve in the teaching of 
 Modern Languages. Mr. Consul Powell, in his most instructive report on Commercial 
 Education in Germany, published at the end of 1898, says that his object in writing 
 was "to make it apparent how widely and energetically the German nation was 
 aroused to the necessity of Commercial Education as an important factor in their newly 
 developed competition with other trading nations, and especially was it noteworthy to 
 remark how the study of modern languages was being encouraged and fostered by the 
 nation at large." 
 
 The Fortbildungsschulen of Germany. 
 
 In Europe the Technical Education provided for every class is proverbially 
 thorough, and goes far beyond anything Australia has yet reached. The Continuation 
 
A GENERAL VIEW OF THE SUBJECT. 
 
 and Trade Schools of Berlin (Fortbildungsschulen) constitute a noteworthy example in 
 the educational realm of extensive and complete provision for well-nigh every 
 conceivable energy and exercise of the human faculties in a civilised environment. 
 The buildings and the equipment are in every case excellent, and the teachers stand 
 foremost in the ranks of similar mental directors in any part of the known world. 
 
 The Continuation Schools of Berlin comprise: (i) Municipal Continuation 
 Establishments ; (2) () Municipal Continuation Schools for Youths, (A) The Trades 
 Union Continuation School, (<) Commercial Continuation Schools of the Berlin 
 Corporation of Commerce, and (J) Trade and Continuation Schools ; (3) Continuation 
 Schools for Girls; and (4)The Municipal Continuation School for the Deaf and Dumb. 
 
 The courses comprised in the curriculum ot these Continuation and Trade 
 Schools include such diverse subjects as German (of course) and Millinery, Arithmetic 
 and Gymnastics, Drawing and Ironing, Book-keeping and Singing, Technical 
 Drawing and English, Geometry and Tailoring, Physics and Chemistry and Machine 
 Sewing, French and Manual Training, Technical Instruction, Modelling, and a 
 number of trade courses. In Germany youths are taught the scientific principles of 
 shaving and hair-cutting, and there is even such an Australianly out-of-the-way thing 
 as a class for scientific instruction in the theory and practice of chimney-sweeping. 
 
 The teaching of the French and English languages is of that thorough nature 
 which enables pupils to speak, and not merely to read, understandingly. The 
 Municipal Continuation Establishments, for instance, provide a specially graduated 
 course in French and English, and particular attention is paid to fluent oral and 
 written expression. Commercial Arithmetic, Book-keeping, Stenography, and Type- 
 writing receive corresponding attention, for the aim of these institutions is to enable 
 persons engaged in practical callings to receive, to strengthen, or to supplement an 
 education corresponding to that provided in a "Middle" School. There are four 
 Continuation Schools of this higher type in Berlin, and a feature worthy of notice is 
 the utilising of school buildings for more than one course of instruction. 
 
 These four particular schools have, by the way, their specialities in the matter 
 of instruction, although in all of them prominence is given to the teaching of the 
 leading modern languages, namely, German, French, and English. Commercial 
 Arithmetic, Book-keeping, Stenography, and Typewriting are also common to the 
 whole four schools. But Mathematics is taught in the Freidrichs Gymnasium only, 
 Drawing in the Freidrichs Gymnasium and the second Realschule (Hohere Biirgers- 
 chule) and Physics only in the latter, while Writing is made a special subject in the 
 Dorotheenstadtischen Real Gymnasium, which particularises with similar prominence 
 Correspondence and Commercial Science. The instruction is imparted in the evenings 
 between a quarter past 7 and 10 o'clock (inclusive of Saturday), and on Sunday 
 mornings from 8 o'clock to a quarter past 9. Educational work is throughout the 
 Empire a distinguishing feature of the morning of the Seventh Day. 
 
io TECHNICAL EDUCATION. 
 
 The objects for which the Municipal Continuation Schools for Youths exist are 
 the consolidation and supplementation of the education obtained merely at a Primarv 
 or Folk School, and this training is particularly provided for those youths who have 
 entered upon a practical calling, and is imparted both through instruction of the 
 theoretical description and practice. The stimulation of the intellectual and moral 
 stamina, as well as the professional ability of the student, is also made a subject of 
 careful and continuous attention. But these Municipal Continuation Schools for 
 Youths have yet a further raison d'etre, namely, the instruction of young men (even 
 in knowledge the most elementary) as a supplementation to the deficiencies of their 
 earlier education, or even a reparation of its absolute neglect. 
 
 Of these schools there are in Berlin thirteen, and the courses provide for 
 instruction in French, English, Physics, Chemistry, Algebra, Geometry, Book- 
 keeping, Stenography, and Typewriting, and in a few of them are taught such 
 subjects as Commercial Correspondence, the Theory of Exchange, Commercial 
 Science, and the knowledge of Merchandise, together with History and Geography, 
 Knowledge of the Law, Professional Drawing, Modelling, Trigonometry, and 
 Caligraphy. Moreover, in the ninth Fortbildungsschule, instruction is given in such 
 a recondite subject as the Russian language. In the majority of Schools much of 
 the instruction is gratuitous, though a half-yearly charge is made, amounting only to 
 a few shillings, for courses in Foreign Languages, Drawing, Modelling, and Book- 
 keeping. Pupils taking the Figure Drawing course are charged 45. for the half-year ; 
 those taking Stenography, Typewriting, and the Commercial courses are charged a 
 fee of is. for the half-year. 
 
 Instruction in these schools is given on every evening of the week (Saturday 
 inclusive), between the hours of 7 and io, and on Sunday mornings between 8 and 12. 
 The time on Sunday is devoted principally to Modelling and to Drawing in all its 
 branches (figure, ornamental, from casts, the living figure, compass, technical, 
 water-colour, freehand, &c.), although in certain schools some time is given to 
 Caligraphy, Arithmetic, Stenography, Typewriting, Book-keeping, and the Theory of 
 Exchange. 
 
 With the Germans, Drawing is a predominant subject in all Continuation 
 Schools. 
 
 The evenings are occupied chiefly with the teaching of Modern Languages 
 (French and English, besides the Mother Tongue), four hours a week being devoted 
 to each. Science, Mathematics, and Commercial Arithmetic come next in order 
 of importance ; while Typewriting, Stenography, and Book-keeping are by no 
 means neglected. A course in Law is given to students in two Continuation 
 Schools, while in another the Theory of Exchange is taught. History and Geography 
 are subjects of instruction in only one of the Municipal Continuation Schools for 
 Youths. 
 
A GENERAL VIEW OF THE SUBJECT. n 
 
 The Trades Union Continuation Schools in Germany. 
 
 The German Trades Union Continuation Schools are conducted by an officer 
 appointed by the Committee of Instruction. The curriculum adopted by this type of 
 school is divided under three heads, namely, (^Elementary, () Commercial-Industrial, 
 and (<:) Technical Instruction. 
 
 Under Elementary Instruction are arranged the three subdivisions of Lower, 
 Middle, and Upper Courses, which comprise respectively : (i) Arithmetic, Cali- 
 graphy, Orthography, a knowledge of German (the Mother Tongue), and Reading ; 
 (2) Advanced lessons in the foregoing subjects with the addition of instruction in 
 Roundhand Writing, Business Exercises, and Commercial Correspondence ; (3) Simple 
 and Commercial Arithmetic, Computation of Areas and Volumes, Essay and Letter 
 Writing, German and German Literature and Local Geography (Vaterlandskunde). 
 The half-yearly fees charged for each of the three courses is two marks about 
 is. loVsd. in British coinage. 
 
 Under Commercial Industrial Instruction are grouped the following subjects, 
 namely, American Book-keeping, Book-keeping (double entry), Book-keeping (single 
 entry) with the Theory of Exchange, Commercial Arithmetic, Elementary French, 
 Advanced French, Elementary English, Advanced English, and Stenography. The 
 fees charged for half-yearly courses in the foregoing subjects range from one to four 
 marks. In this type of School, Drawing is also taught on Sunday mornings 
 from 9 o'clock to i. The Commercial Industrial Schools are not restricted to the 
 exclusive instruction of boys and young men ; ladies may also avail themselves of 
 these educational advantages. 
 
 The Technical .Division of the German Trades Union Continuation Schools 
 provides for instruction under the following heads, namely, Professional Drawing for 
 Upholsterers and Decorators ; Freehand, Perspective, Compass and Ornamental 
 Drawing; Professional Drawing for Joiners, Turners, &c. ; Professional Drawing for 
 Engineers, Locksmiths, &c. ; Singing (i) Choir-singing (male voices), (2) Choir- 
 singing (female voices), and (3) Preparatory Class ; Gymnastics (three divisions), Men, 
 Apprentices, Women. The fees for the half-yearly course range from about 3d. to 33. 
 Drawing, it will be noted, is the almost exclusive medium employed in the German 
 Continuation Schools for imparting technical knowledge. 
 
 Commercial Continuation Schools of the Corporation of 
 
 Commerce, Berlin. 
 
 The Commercial Continuation Schools of the Corporation of Commerce in 
 Berlin are under the management of a " Curatorium " comprising four representatives 
 of the Corporation of Commerce, three representatives of the Mercantile and Industrial 
 Association, three nominees of the Minister for Commerce and Industry, one 
 
12 TECHNICAL EDUCATION. 
 
 representative of the Junior Merchants' Association, one representative of the Minister 
 for Commerce and Industry, one representative of the City, and the Director of the 
 Commercial Continuation Schools fourteen members in all. The fees are higher in 
 this type of school, and range from 9 marks to 13 marks 50 pfennings half-yearly for 
 weekly lessons of two hours and of four and more hours respectively. 
 
 Of these admirable schools there are six in Berlin, and the course of instruction 
 is divided into Summer and Winter Terms or Semesters. In one of these institutions 
 (the Friedrich Werdersches Gymnasium) eight hours a week during the first semester 
 are devoted to the study of the modern languages (French, Russian, and English), 
 both in their elementary and higher stages ; ten hours a week to Typewriting, 
 Stenography, Book-keeping (single and double entry), Commercial Arithmetic in its 
 elementary and advanced stages, Writing, Theory of Commerce and Exchange, 
 Commercial Methods and Counting House Practice ; and two hours a week to German 
 and Commercial Economy ; while there is also a course in Political Economy. 
 During the second semester, a course in Knowledge of Merchandise is given, in 
 addition to the subjects enumerated above. The hours of teaching are the same, but 
 the instruction in languages is more advanced, and more time is devoted to 
 Book-keeping by double entry. 
 
 In the Luisenstadtisches Realgymnasium, Typewriting and Political Economy 
 are omitted, but Spanish is added to the languages to be studied, while the other 
 subjects and hours are similar. During the second semester the language course is 
 harder than in the precedingly-mentioned Gymnasium, conversation being made a 
 special feature. Moreover, there is a larger amount of instruction given in 
 Book-keeping by double entry and in Stenography. 
 
 In the Kollnisches Gymnasium, Russian is dropped out, though Spanish and 
 Italian are included ; while in the Konigstadtisches Gymnasium the only Modern 
 Languages taught are English and French. This statement applies also in a general 
 sense to the two remaining institutions, the tenth and the third Realschulen. These 
 six Continuation Schools are models of what seminaries for Commercial Instruction 
 should be under modern conditions. 
 
 Trade and Continuation Schools in Germany. 
 
 The German and Trade Continuation Schools, specifically so-called, are 
 maintained by the State, the City, the Sunday Free School Union, and by the various 
 Guilds. Of these institutions there are seven, one belonging to each of the following 
 trades, namely : (i) The Shoemakers; (2) the Saddlers; (3) the Smiths; (4) the 
 Chimney-sweeps ; (5) the Bakers ; (6) the Tailors ; and (7) the Potters. 
 
 The subjects include Drawing, Book-keeping, German, and Arithmetic. It is 
 is worthy of note that instruction is free for apprentices, but journeymen or masters 
 
A GENERAL VIEW OF THE SUBJECT. 13 
 
 pay a fee of one mark a quarter. This, however, does not apply to each of the seven 
 Schools, some making charges as high as four marks a quarter for journeymen, while 
 others make a charge of two marks for apprentices. The subjects also vary slightly ; 
 but Drawing almost invariably holds its pride of place. In the School maintained by 
 the Bakers' Guild, " Germania," instruction is given in Chemistry and Book-keeping, 
 and in the School maintained by the City and the Potters' Guild the time is devoted 
 chiefly to theoretical professional instruction, Professional Drawing and Drawing from 
 Plaster and Wood Models. 
 
 The German Continuation School for Girls. 
 
 In Germany the Continuation School for Girls may be divided into two classes, 
 namely, those under Municipal control, and those established by Unions or 
 "Curatoriums." Of the former type there are in Berlin nine, and of the latter four. 
 The object of these Schools is the consolidation of the education usually received by 
 every girl engaged in practical employment of all kinds, in order to impart a mental 
 stimulus, to confirm an earnest view of life, and to foster inclination and to improve 
 the skill in those branches of human effort and energy suited to the sex of the students. 
 Where education has been deficient, the Schools, moreover, supplement and increase 
 it. This applies particularly to women who have passed their girlhood, and who desire 
 to make good the loss or absence of opportunity in past years. Besides the usual 
 subjects, which, of course, include Drawing, these " Fortbildungsschulen " provide 
 courses in Needlework, Cutting-out, Sewing-machining, Dressmaking, Millinery, 
 Singing, Gymnastics, Caligraphy, &c., although the expressed official view does not 
 encourage the idea that these schools exist exclusively to serve, for technical instruction. 
 The programme of one school is substantially typical of all the others. If variations 
 in the number of subjects taught and the arrangement of the time-table occur, they are 
 but slight, and the general character of the whole remains unchanged. Machine- 
 stitching and Cooking are features of two of the schools, while Repairing is confined 
 to one school only out of the nine under Municipal control. Throughout, prominence 
 is given to instruction in useful work suitable for women, while cultural branches of 
 knowledge are not neglected, the dominant idea, of course, being that the instruction 
 should be, first of all, practical. 
 
 In the four schools controlled by Unions or " Curatoriums " the instruction in 
 German is obligatory ; the other subjects differ little, however, from those taught by 
 the Girls' Continuation Schools under Municipal control, although, perhaps, more 
 attention is given to Technical Education pure and simple. The Commercial and 
 Industrial Continuation Institution for Young Women, and the Commercial School 
 and Commercial Institution for Girls in the Dorotheen Municipal Realgymnasium, 
 while imparting technical knowledge applicable to trades and industries in practical 
 
i 4 TECHNICAL EDUCATION. 
 
 wage-earning, make a feature also of fitting students for the office and the desk, the 
 pursuits of merchandise, &c. They practically parallel in their curricula the 
 Commercial Industrial Trades Union Continuation Schools for Youths and Young 
 Men. 
 
 The " Times " Review of Industrial Education in Germany. 
 
 The London Times of 4th December, 1903, in its fifteenth article on " Industrial 
 Conditions in Germany," speaks eloquently of the Continuation Schools which form 
 such a feature of the scheme of Teutonic Education. After making a detailed survey 
 of the general scheme as given in the preceding pages of this monograph, the 
 authoritative English journal applauds the type of trade-teaching schools which bear 
 the general designation " Continuation," particularly as they are conducted in 
 Saxony and in parts of Prussia Nassau, for instance. The Times continues : 
 " As Dusseldorf is one of the latest towns to adopt these Schools, it may be 
 taken to illustrate their aims and character according to the most recent ideas. The 
 by-law establishing the Schools, and authorised on toth December, 1901, provides 
 that all apprentices and youthful workers engaged in every sort of trade, including 
 commercial business, in the town, are bound to attend the Continuation Classes on 
 the days and hours appointed until the end of the school half-year in which they 
 complete their i6th year. If they fail to reach the standard required, the liability 
 may be prolonged for another half or full year. Only those are exempted who can 
 produce evidence to the satisfaction of the School Committee that they possess the 
 knowledge and acquirements which it is the aim of the school to impart. Youthful 
 workers, apprentices, &c., who have passed the school age may be admitted as 
 voluntary pupils on payment of the school fee, with the consent of the Committee. 
 Employers are bound to contribute is. 6d. quarterly for each scholar employed by them 
 of school age ; voluntary scholars pay the same. Scholars are bound to attend 
 regularly and keep the rules, under a penalty of 203. or three days' imprisonment. 
 The latter has been applied in two or three cases. Parents and guardians are bound 
 not to keep boys from coming and employers are bound to let them leave off work in 
 
 good time to attend school, both under the same penalty as above The 
 
 principle is, while training the hand and eye, to make the exercise bear specifically on 
 the trade in which the pupil is engaged, and great ingenuity is expended in adapting 
 the lessons accordingly." 
 
 The excellent effectiveness of the system is due, as the Times is careful to point 
 out, to the public spirit and the individual effort which stand behind Government 
 initiative: "The German Continuation Schools are for the most part administered 
 and maintained by the Municipality, under Government supervision, and with the aid 
 of a grant. They also receive, in many cases, substantial support from employers, 
 who have also founded and maintained such schools, where they did not otherwise 
 
A GENERAL VIEW OF THE SUBJECT. 15 
 
 exist, on their own initiative. Other employers again, where there are none, insist 
 that their apprentices shall attend neighbouring schools. A special class of 
 Continuation Schools, called ' Work Schools,' is maintained in the State Mining 
 District of the Saar, and the miners of the Ruhr coalfields have a number of their 
 own." 
 
 Industrial Craft Schools. 
 
 Besides the numerous schools arid gymnasia which deal mainly with purely 
 cultural subjects, there are in nearly all the great towns throughout the German 
 Empire numerous Industrial Craft Schools devoted to the imparting of the theoretical 
 principles and the manual practice of the various trades necessary to modern civilised 
 existence in all its reticulations. The instruction given in these invaluable institutions 
 is not only general, but theoretical ; it is also technical and practical. The Industrial 
 Schools of Hamburg undertake courses in Building, Higher Engineering Construction, 
 Shipbuilding, Electrotechnics, Carriage Building, the Artistic Industries, Chemistry, 
 Theory of Building Material, Constructional Mechanics, or Statics, the Theory of 
 Elasticity, Graphical Statics, Statistical Calculations in connection with Building 
 Construction, Stone-cutting, the Theory of Building Construction, Architectural 
 Drawing, Design of Details in Building Construction, Building Estimates, the Theory 
 of the Form of Buildings, Architectural Form, Architecture, Architectural Drawing, 
 Designs for Buildings, Building Design under Examination and Surveying. 
 
 The heading "Artistic Industries" embraces such arts and crafts as Decorative 
 Painting, Cabinet-making, Sculpture, Wood Carving, Modelling, Metal Working, &c. 
 
 Other schools take up instructional courses in Optics, the Theory of Heat, 
 Electricity and Magnetism, Mechanics, the Elements of Machinery, Mechanical 
 Technology, Laboratory Practice in Chemistry, Methodology and Technical Material 
 for Drawing, Descriptive Geometry, &c. 
 
 Besides the foregoing, the State Evening and Sunday Industrial Schools of 
 Hamburg impart technical instruction in Carpentry and Joinery, Turning, Glazing, 
 Upholstering and Upholstering Decoration, Coachsmithing, Engineering, Black- 
 smithing, Locksmithing, Tinsmithing, Working in Electrotechnics, fine Mechanical 
 Construction, Watchmaking, Gardening, Tailoring, Conventionalising Plant Forms, 
 Decorative Painting, Costume Drawing, Pose Drawing, Letter Drawing on Sign 
 Painting, Heraldic Drawing, Lithographing, Photo-Lithographing, Modelling in 
 Clay, Wax, and Lead, Technical Information for Glaziers, Technical Information for 
 Gold and Silver Smiths, Professional Drawing and Modelling for Gold and Silver 
 Smiths, Physics for Gold and Silver Smiths. In short, there is no industry and no 
 branch of commerce outside the scope of these wonderful Continuation, Trade, and 
 Technical Schools, and what is true of Hamburg applies also to hundreds of other 
 German cities and towns. The Science and Art of the Baker's craft, by the way, 
 receives the minutest attention. 
 
16 TECHNICAL EDUCATION. 
 
 The Technical High School of Charlottenburg, Berlin. 
 
 The Technical High School of Charlottenburg, Berlin, is the crown and 
 apex of the German industrial-instructional system. The " Konigliche Technische 
 Hochschule zu Berlin," situated at Berlinerstrasse, Charlottenburg, a suburb of the 
 German Capital, is not only housed in one of the City's finest buildings, but it is also 
 one of the best equipped and most renowned Technical Universities in the world. It 
 was founded in 1879 by the amalgamation of two already existing schools, namely, the 
 Bauakademie (dating from 1799) and the Gewerbeakademie (dating from 1821). Its 
 present constitution was determined by the Statute of 28th July, 1822. This chief of 
 all Technical Universities is governed by a Rector, a Pro-rector, and a Senate, and at 
 the head of each Division, or School, or Department is a President. It has a very 
 large number of ordinary and extraordinary Professors, Permanent Assistants, &c. 
 The magnitude of this incomparable Institution is stupendous, and its creation marks 
 an enormous advance in the history of Technical Education throughout the civilised 
 world. The Institution is immediately under the control of the Minister for 
 Ecclesiastical and Educational Affairs, and its expressed object is the furtherance of 
 the education of those engaged in technical and industrial callings, either in the State 
 service or in that of the general community, and it has the further object of promoting, 
 by research and otherwise, those branches of scientific and artistic knowledge which 
 have any relation to technical and industrial callings. 
 
 The Technical University of Charlottenburg is divided into various departments, 
 which may be increased in number by the Minister for Education at any time the 
 necessity arises. The existing departments are six in number, namely, Architecture, 
 Civil Engineering, Mechanical Engineering, Naval Architecture and Marine Engineer- 
 ing, Chemistry and Metallurgy, and General Science in particular the Mathematical 
 and Natural Sciences. In connection with each of these Divisions there are work- 
 shops, laboratories, cabinets of apparatus, museums, and experimental stations for the 
 furtherance of special Technical Scientific Knowledge appertaining thereunto. 
 
 In order to extend or to complete the instruction given by means of lectures, 
 there are practical exercises set for the students in the class-rooms for instruction in 
 Drawing, or in the laboratories, workshops, and experimental stations. Tuition is, 
 moreover, imparted in the museums, through the media of cabinets of collections, and 
 also by means of field excursio/is whenever the latter are either appropriate or 
 necessary. 
 
 The collegiate course extends over four years, though in certain cases only a 
 portion of each year is set aside for instruction. Vacational periods extend from the 
 ist of August to the ist of October, with a festive recess of a fortnight at Christmastide 
 and at Easter respectively. At least six weeks before the beginnings of the New 
 Terms, programmes of study for each Division, with a list of exercises and lectures, 
 
A GENERAL VIEW OF THE SUBJECT. 
 
 are published for the information of the students, who have, however, the choice of 
 such of the latter as they decide to attend. 
 
 The Departments are not regarded as self-contained and complete schools of 
 training, and the students are, consequently, permitted to attend lectures in other 
 courses of a related nature, and even in the branches of study recommended a certain 
 number of extra departmental classes are always included. The Department of General 
 Science, for instance, is in reality common to the whole course of study, since it deals 
 with the more general and less technical subjects. 
 
 All ordinary regular, that is, matriculated students must possess the Maturity 
 Certificate of a Gymnasium, or of a Prussian Realgymnasium, or of a Realschule of 
 the first rank, or of a Prussian Oberrcalschule, or of a Gewcrbeschule with a nine 
 years' course and two foreign languages, in order to be admitted; otherwise they must 
 present alternate satisfactory evidence of sufficient previous training, and such 
 exceptional cases arc subject to the Minister's approval. This rigorous condition is 
 to ensure a thorough primary education. It is worthy of note that, as far back as 1898, 
 of 2,000 matriculated students, 54 per cent, were from Gymnasia, 39 per cent, from 
 Realgymnasia, while 7 per cent, were from the lower schools. 
 
 In connection with the admission of matriculated students, educational institutions 
 in other parts of Germany assessed as being of a grade corresponding to that of the 
 Technical University of Charlottcnburg arc officially registered. There are, by the 
 way, in addition to the matriculated students, what are known as " Hospitantcn," who 
 do not possess the necessary qualifications to enter as regular students, and whose 
 admission is restricted to special courses of lectures and laboratory work ; and 
 " Freihorer," who arc admitted under special conditions. Foreigners are also accepted 
 as matriculated students, on satisfactory evidence of possessing sufficient previous 
 training. In this connection, if the President of a Department be in doubt, the 
 question is remitted to the Senate. Students are, as a rule, admitted only at the 
 beginning of the academic year; but, if the courses allow of it, also at the beginning 
 of a term, and, although a definite selection of a course of study must be made, a later 
 change of subjects is debarred in no way. The course, as previously pointed out, 
 extends over four years only, nevertheless some 12 or 13 per cent, of the students 
 continue their studies beyond this period. 
 
 This great Technical University confers the degree of " Diplomaed Engineer," 
 and also that of " Doctor of Engineering " a right conferred by the law of the I ith of 
 October, 1899, after a lengthy consideration of the academic dignity and the 
 educational value from a liberal and general point of view of thorough training in any 
 of the branches of higher technology. 
 
 From all students is required an entrance fee of thirty marks the mark being 
 equivalent to a sum less than an English shilling by the minutest fraction and the fee 
 for ordinary courses is determined for each half-year by the number of hours per week 
 
i8 TECHNICAL EDUCATION. 
 
 occupied by the instruction. For regular students the lectures are assessed at four 
 marks and practical work at three, while for " Hospitanten " or irregular students the 
 fees are, respectively, lectures five marks, and practical work four. If the lectures be 
 repeated, a reduction of 40 per cent, is made in the case of students belonging to the 
 German Empire. 
 
 For participation in practical work in the Inorganic, Organic, Technical 
 Chemistry, Metallurgical, Electro-chemistry, and Photochemical Laboratories the 
 charge is 85 marks per half year ; for practice in Physical Chemistry, 15 marks ; for 
 practice in the Laboratory for Heat Technique, 20 marks ; in the Mechanical 
 Laboratory, 20, 30, or 50 marks ; for practice in Photography, 60 marks ; the fee for 
 practical work in the Electro-technical Laboratory is 50 marks for regular students and 
 60 marks for "Hospitanten." The fee for the Geodetic Praktikum is 12 marks. For 
 the course in Helioprinting, &c., from three to six marks are charged according to 
 whether it is for a period of two weeks' duration or of four. Those who undertak e 
 practical work in the Chemical Laboratories are charged a fee of fifteen marks for 
 the half-year as a security against damage. The total fees per annum would therefore 
 average a sum of three hundred or three hundred and fifty marks (roughly, about 
 ^"14 155. to 17 153.). However, scholarships ranging from four to six hundred 
 marks, and derived partly from State funds and partly from the towns are annually 
 awarded. 
 
 In connection with this Technical University are allied institutes and collections 
 of various kinds. In the Department of Mechanical Engineering, for instance, there 
 are an Electro-technical Laboratory and a Chemical Laboratory ; in the Department of 
 Chemistry and Metallurgy there are the Organic, the Inorganic, and the Metallurgical 
 Laboratories, the Mineralogical and Geological Institute, and the Organic, Photo- 
 chemical, and Technical Chemistry Laboratories. The Department of General Science 
 has associated with it the Physical Institute. Intimately connected with the Technical 
 High School, also, is the magnificent establishment for Experimental Research in the 
 provinces of Mechanics and Technology, situate at Gross Lichterfelde, about 5}^ miles 
 from Berlin. This is conducted by a staff of about sixty persons and has four 
 Departments, namely, for the Testing of Metals, for the Testing of Building Materials, 
 for the Testing of Paper, and for the Testing of Oils. At Charlottenburg itself there is 
 a finely fitted and arranged Mechanical Workshop in connection with the University, 
 which, besides a very complete and noble library, possesses the following twenty 
 valuable collections of materials, forming also an important part of the splendid 
 equipment of this renowned institution, namely : (i) The Beuth-Schinkel Museum ; 
 (2) a Collection of Plaster Casts ; (3) the Callenbach Collection ; (4) the Architectural 
 Museum ; (5) a Collection of Building Materials ; (6) a Collection of Building Models ; 
 (7) a Collection of Geodetical Instruments ; (8) a Collection for Illustrating Road 
 Engineering, Railroads, &c. ; (9) A Collection for Waterworks ; (10) a Collection for 
 
A GENERAL VIEW OF THE SUBJECT. 19 
 
 Iron Structures in Connection with Civil Engineering; (n) a Collection Illustrating 
 Railway Construction ; (12) a Collection Illustrating Bridge Structures ; (13) the 
 Reuleaux Kinematic Collection ; (14) a Collection for Illustrating Mechanical 
 Engineering in connection with Railways, Rolling-stock, &c. ; (15) a Collection for 
 Illustrating Mechanical Technology; (16) an Engineering and Mechanical Collection ; 
 (17) Naval Architectural Collection ; (18) a Photo-chemical Collection ; (19) a 
 Mineralogical Museum ; and (20) a Physical Collection. These are all very complete, 
 recent in type, and admirable in every necessary respect. 
 
 A conception of the magnitude of this great Technical University may be formed 
 from the fact that it had in the Winter Term of 1901-2 no fewer than 3,493 regular 
 students and 1,318 Hospitanten, &c., making altogether a total of 4,811. There were 
 6 Principals, one at the head of each Department ; 47 Ordinary Professors, namely, 
 8 supervising the courses in the Department of Architecture, 9 that of Civil 
 Engineering, 11 that of Mechanical Engineering, 4 that of Naval Architecture and 
 Marine Engineering, 7 that of Chemistry and Metallurgy, and 8 that of General 
 Science ; 41 Extraordinary Professors, thus allotted : Architecture, 10, Civil 
 Engineering, 5, Mechanical Engineering, 8, Naval Architecture and Marine 
 Engineering, i, Chemistry and Metallurgy, 7, and General Science, 10; 65 Private 
 Teachers ; 42 Permanent Assistants ; 8 Consulting Engineers ; and 3 Lecturers in 
 Foreign Languages in all, a Teaching Staff of 212. 
 
 Of the 3,493 regular students, about one-half were devoted to the study of 
 Mechanical Engineering; 624 to Civil Engineering; 493 to Architecture; 360 to 
 Chemistry and Metallurgy ; and 327 to Naval Architecture and Marine Engineering ; 
 while one student only was registered exclusively in the Department of General 
 Science ; but it must be. remembered that this embraces a number of composite courses 
 supplementary to those affecting special professions and lines of special study. 
 
 It is impossible to attempt within the limits of this monograph a detailed 
 examination of the programme of study for any one of the six Departments throughout 
 the four years of the set course. Suffice it that they are all most thorough, most 
 definite, most exhaustive, most analytically theoretical, and most absolutely practical. 
 In this, as in all else, the Teuton has a reason for doing everything, and does nothing 
 without a reason. 
 
 Germanic Technical Education and the Modern Spirit. 
 
 The Charlottenburg Institution is the largest and most eminent Technical High 
 School in Germany ; but all the Technical High Schools throughout the Empire are 
 magnificent seminaries of corresponding instructional value, and are in similar fashion 
 splendidly staffed and adequately equipped. Among them the most prominent and 
 praiseworthy are the Technical High Schools of Karlsruhe, Darmstadt, Aachen, 
 Hanover, Hamburg, and Munich. Indeed, taking the High Schools of Germany as a 
 
20 TECHNICAL EDUCATION. 
 
 whole, one can describe their perfect equipment in words only of hyperbole they are 
 absolutely lavish in their muteria cxpcriincnta. The teaching staffs are very large, 
 very highly trained, and thoroughly expert and scientifically accomplished. As a 
 natural consequence, the teaching imparted is of the highest order and of the most 
 searching thoroughness. The leaders in these Schools are men of great intellect, large 
 and invaluable contributors to the advancement of Science and Learning, and the 
 amount of original research and scientific investigation carried on in the Technical 
 High Schools under their supervision is too great to be designated as merely 
 important. On this account alone specialism in teaching has reached its highest 
 watermark. It is, by the way, worthy of note that although the German Technical 
 High Schools are not absolutely identical, they are very similarly organised, and a 
 comparative study of all would result in the selection of an individual one as a type 
 of the remainder. 
 
 And what, it may be asked, is this intensity of national application to the 
 growing demands of civilised existence due? We find the answer in one of Goethe's 
 letters to Eckermann. Therein the mighty German wrote : "I will tell you some- 
 thing, and you will often find it confirmed in your later life. All epochs of retrogression 
 and dissolution are subjective ; on the contrary, all progressive epochs have an 
 objective direction. Every resolute endeavour turns from within to the world without.'' 
 No words, says a modern critic, could better characterise the change which has come 
 over the land of Goethe in modern times, or better describe the significance of that 
 change. The last fifty years have witnessed the decay and end of the old "subjective" 
 epoch of self-absorption, of concentrated self-centred national life, and the opening and 
 the triumph of a new " objective" era of external effort, beginning with foreign trade 
 ambitions, and culminating in ambitious foreign politics. This, more than anything 
 else, is the distinguishing mark of the Germany with which the world to-day has to 
 do the abandonment of the old national forms of life and the resolute pursuit of world 
 aims and a world career, with the determination if not to win absolute primacy 
 amongst the nations and empires of modern civilisation, at least to dispute such 
 primacy with any existing or potential claimant. 
 
 All progress, in the dictum of Herbert Spencer, means change, though it does 
 not necessarily follow that all change means progress. "The transformation which 
 has made of disunited Germany, poor, undeveloped, stagnant, a World Empire rich in 
 all the resources of material power, with commerce in every sea and territory in almost 
 every Continent, is regarded by the politician and the man of affairs as a triumph of 
 sagacious statesmanship and racial tenacity, and such a claim may be made justly." A 
 century ago Idealism was supreme ; half a century ago it had still not been dethroned ; 
 to-day its place had been taken by Materialism. "This," writes William Harbutt 
 Dawson, " is not to say that belief in ideas is extinct, or that high thinking has passed 
 out of fashion in Germany. Even to-day scholarship is nowhere held in greater 
 
A GENERAL VIEW OF THE SUBJECT. 21 
 
 regard, learning is nowhere cultivated more resolutely and for its own sake than in 
 that country. The Universities train from year to year a larger number of students 
 than ever before, and if real or practical studies have to some extent challenged the 
 supremacy of the old classical discipline in the scheme of Higher Education, it may 
 safely be said that study is followed with all the old devotion and disinterestedness no 
 less by the student than the teacher. Nevertheless, the dominant note of German life 
 to-day is not that of fifty, or forty, or even thirty years ago." 
 
 Admitting the absolute justice of this criticism, as we are necessarily compelled 
 to do, acquiescence with Dawson's formulation of the debt of the Modern Spirit to the 
 inspirational impetus imparted by the four great masters in literary art and philosophical 
 thought is no less necessarily insistent. It was the teaching of Goethe and Schiller, 
 of Kant and Fichte, that helped more than anything else to nerve and pull together the 
 Teutonic peoples after the humiliations of the Napoleonic era, that created the spirit of 
 self-sacrifice which not only brought Germany out of its troubles, but made the 
 triumphs of later years possible ; that originated the enthusiasm for education which 
 caused Germany to be kno~vn as a land of schools, and that lies at the heart of everything 
 that is good and wholesome in the German Confederated Empire of the present day. 
 
 Nevertheless, a new spirit has entered into the national life. " If the first half 
 of the Nineteenth Century witnessed in Germany the reign of Spirit, of ideas, the 
 second half witnessed the reign of Matter, of things ; and it is this latter sovereignty 
 which is supreme to-day. A century ago Germany was poor in substance, but rich in 
 ideals ; to-day it is rich in substance, but the old ideals, or at least the old idealism, 
 has gone." For instance, the great Professor Johann Gottlieb Fichte declared from 
 his philosophical chair in the University of Berlin that "The airy theories about 
 international trade and manufacturing for the world may do for the foreigner, and 
 belong to the weapons with which he has always invaded us ; they have no application 
 to Germans ; and that, next to unity amongst themselves, their internal independence 
 and commercial self-reliance, are the second means to their salvation, and through 
 them to the welfare of Europe." Of course, Fichte held that the first means to Germanic 
 salvation, and through Germans to the welfare of Europe, was the divine knowledge 
 of that Transcendental Philosophy, from the mysticism and vagueness and imprac- 
 ticability of which modern Germany has emerged into a new and practical and 
 progressive modern world of competitive energy and material achievement. But 
 Fichte has had his day. His dream of the preciousness of national poverty, linked 
 with national spirituality, is untenable in a Twentieth Century of hard facts and 
 vehement struggle. It has been pointed out, with modern emphasis, that Germany is 
 what it is to-day because the strength, the ardour, the eagerness, which arc inherent in 
 the national character, yet of old were wont to embody themselves in ideal forms, have 
 sought an outlet in new directions. It is the same Germany, yet in thought another ; 
 the same nation, yet its life and pursuits arc different. 
 
22 TECHNICAL EDUCATION. 
 
 Dawson pertinently remarks that the comment of the practical man, on the 
 transformation of Germany, is that material progress requires sacrifice of ideals, and 
 that Germany would not have been able to claim a larger share in the world's life had 
 it not been willing to forego something of the old self-culture. No one can help 
 admitting the truth of this contention of W. H. Dawson. There is no doubt that the 
 old Germany and the new Germany could not live side by side, and the old Germany 
 has given way, the significance of the sacrifice being emphasised by its completeness 
 and its deliberation. On the conclusion of the French War, an outlet had to be 
 provided for the organised enthusiasm and energy of the Teutonic legions, and the 
 Gallic myriads of ransom treasure provided the sinews of a new war of competitive 
 Commercialism and Industrialism. The war, the indemnity, and the new Empire gave 
 to the already initiated material enterprise a colossal impetus, which has hitherto 
 carried the movement onward without check or hindrance. Dawson sagely remarks 
 that one of the pregnant signs of the New Spirit which is dominant in German life is 
 the materialising of Education a tendency, however, by no means confined to 
 Germany, nor even one in which that country has set the example. The movement 
 began with an attack on the Gymnasia and in their discouragement in favour of the 
 Modern Schools, and has since spread in many directions. "To-day the teaching of 
 English is being fostered in the Secondary Schools of Prussia as never before ; yet let 
 no one suppose that it is out of compliment to English Literature or for any intellectual 
 or ideal reasons. In the Ministerial decree which supplanted French by English as a 
 compulsory subject reference was made for propriety's sake to the value for literary and 
 political reasons of the study of En-glish, but the real motive was the practical one, the 
 recognition that English is the language of Commerce and a knowledge of it the best 
 key to the markets across the seas." 
 
 The trend of the German new outlook can be found in the words of Professor 
 Paulsen, of Berlin, and no one has a better right than he to speak upon this subject : 
 " At the beginning of the Nineteenth Century, Speculative Philosophy was in the 
 ascendant and with it went Humanistic Philosophy, both being one, in that their aim 
 was contemplation. At the end of the Century, Natural Science was predominant, and 
 Natural Science in the service of Technics and Medicine. One has only to note the 
 increase of Technical Colleges and the expenditure which the State incurs on behalf of 
 Science ; for new Institutes of Natural Science and Medicine new millions are always 
 ready, but is any liberality shown towards the most modest needs of Philology or 
 Philosophy?" Professor Dr. Rein, of Jena, complains in the same strain. He 
 writes : " A onesidedness which only esteems material values, and an increasing 
 control over Nature, is destructive in its influence, and this onesidedness set in during 
 the second half of the Nineteenth Century in Germany. We Germans have ceased to 
 be the nation of thinkers, of poets, and dreamers, we aim now only at the domination 
 and exploitation of Nature." Another writer, a contributor to " Unser Kaiser und 
 
A GENERAL VIEW OF THE SUBJECT. 23 
 
 sein Volk," assuming the name of " Schwarz-Seher " (Blacklooker, i.e., Pessimist), 
 affirms " that the active interest for Natural Science and Technical Improvements is not 
 balanced by a deeper concern for the problems of the Mental Sciences and the Arts. 
 . . . We have indeed made progress in the domain of Industry, Commerce, and 
 Material Life ; but, or, the other hand, the old German quality of striving after the 
 essence of things, the hidden soul of phenomena, and the delight in this endeavour- 
 free from all secondary ends is more and more being lost. . . . We have lost the 
 old Idealism." 
 
 This philosophic wail is, of course, very natural from the representatives of the 
 old classical school ; but the attractions of a commercial career offering high rewards 
 and great possibilities of material advancement have exerted a strong influence even in 
 bureaucratic circles, from the lower grades to the highest. So much so is this the case 
 that the Public Service itself suffers, and the best men are lured away from it into the 
 more remunerative arena of the Open Market. When in 1907 the Imperial Government 
 was requested to take the initiative in establishing a Chemical Technical Institute, the 
 Minister of the Interior replied that it would be impossible, unless the Chemical 
 Industry largely supplemented such salaries as the Government might be able to pay 
 the necessary staff. "In private undertakings," he said, "able technicologists and 
 chemists receive salaries which we could never offer. I am at a great disadvantage 
 that, in spite of all efforts, I am unable to secure for the Imperial Service conspicuous 
 ability, simply because better remuneration is offered elsewhere." 
 
 Sometimes men of the highest accomplishments, and of the first flight in their 
 professional callings, take service under Government ; but such instances are rare 
 On the other hand, a far larger number of men leave the State Service to take charge 
 of large Industrial Companies or to enter their Directorates on very remunerative terms. 
 The late Dr. Bodiker, the head of the Central Insurance Board, joined the firm of 
 Siemens and Halske; ex-Ministers have in recent years been attracted to the Directorates 
 of another Berlin Electrical Company, and of Krupp's, at Essen ; other high Govern- 
 ment officials have joined the Steel Syndicate and the Berlin Tramway Company ; and 
 the Directorates of the two large Shipping Companies contain men who have, or who 
 had, important connections with the Prussian Government, and even with the Crown. 
 
 It is naturally in the political domain that the tendency to worship force is 
 specially seen. The cult of force is mainly but not wholly a political growth ; but it 
 may manifest itself commercially, industrially, educationally. Prince Bismarck, with 
 all his impatience with theory and contempt for the man of thought and contemplation, 
 was the competent modern German personification of the doctrine of force. He was 
 also its Chief Prophet. " Political questions are questions of power" was his fixed 
 principle, and with it as a goad he rode roughshod over some of the most treasured 
 traditions of political and economic thought. But, after all, and stated in different 
 terms, Bismarck was only a seer who held an absorbing and dominant belief in the 
 
24 TECHNICAL EDUCATION. 
 
 efficiency of resolute action. Professor Paulsen has written, " Two souls dwell in the 
 German nation. The German nation has been called the nation of poets and thinkers, 
 and it may be proud of the name. To-day it may again be called the nation of masterful 
 combatants, as which it originally appeared in history." Nevertheless, since 1860, 
 Germany has not been engaged in a struggle waged consciously in the name and for 
 the sake of Civilisation or in a struggle for intellectual or political ideals, or indeed for 
 ideals of any kind. For the last half century the struggle in which Germany has been 
 engaged is a struggle for sheer mastery in the realm of matter, and for political 
 ascendancy among the nations. Yet no wilful disturbance of the world's peace need be 
 apprehended from the Germans, for the economic conquests upon which their mind is 
 set can only be achieved by peaceful methods, and this they know far better than some 
 of the rivals whose trade they are capturing. Germany's industrial progress is no 
 matter of profound mystery. It has been achieved by means and methods which are 
 open to all the world if people will only employ them. Science, education, application, 
 and a regard for small things equally as for large such, in the main, are the causes of 
 Germany's success as a rival in the markets of the world ; and, speaking broadly, it is 
 safe to say that where the enterprise of other nations has fallen back in those markets 
 it has been owing to deficiency in one or other of these conditions conditions upon 
 which Germany lays especial stress. 
 
 Critics predict that German industrial competition, far from having reached its 
 highest point, will in the near future inevitably increase its severity. One reason for 
 this prognostication is the comparative youth of German industry ; another is the fact 
 that national thought and energy are being devoted to mercantile pursuits with a 
 whole-heartedness witnessed in no other Continental country. This is not to say that 
 the German industrialist and merchant are superior to their rivals, protest the British 
 critics, although they do show an absorption in their callings which in these days is 
 not everywhere fashionable. Further, it is considered that German industrial compe- 
 tition will be stimulated still more by the rapid growth of population and the absence 
 of German Colonies suitable for settlement by Europeans. 
 
 The judicious observer reassures the British competitor, however, by the state- 
 ment that hitherto the German industrialist has enjoyed specially favourable costs of 
 production, notably owing to the lower wages paid and the longer hours worked ; but 
 the existing relationships between Capital and Labour afford no reason for assuming 
 that this advantage will always continue in the same measure as hitherto, because, 
 owing to a variety of causes, Germany is also fast losing its character as a cheap 
 country; its people are no longer satisfied with the old simple life; they may have 
 larger incomes than formerly, but they also spend more. This breaking with the old 
 spirit of frugality and renunciation may imply a rising standard of civilisation. It is 
 certain, however, that the effect is to increase such important elements in the cost of 
 production as salaries and wages, interest and profit. 
 
A GENERAL VIEW OF THE SUBJECT. 25 
 
 Pessimists, British Pessimists, of course, declare that the German Systems of 
 Technical Education (which are incomparable as far as their purpose is the production 
 of scholars or teachers, or of officials and functionaries, to move the cranks, turn the 
 screws, gear the pulleys, and oil the wheels of the complicated national machinery), are 
 nevertheless far from being equally successful in the making of character and 
 individuality. This is, perhaps, an extreme of captious criticism. Dawson, in his 
 illuminative work, says that as far as command over matter goes, the German is not 
 merely good but unapproachable. Any work, any function that can be performed by 
 system, he will perform as no other man on earth. His machinery will not always be 
 the best, but in its own way it will work to perfection, and the finished product will be 
 the best of its kind that is, the best that such machinery can produce. Germany is 
 the most systematised nation of modern Europe socially, commercially, and 
 industrially, as it once was the most drilled of all Old World conscript armies; but 
 to-day the schoolmaster has usurped the post of the drill sergeant. 
 
 AUSTRIA. 
 
 Technical Education. 
 
 That vast congeries of States of complex peoples united under the leadership of 
 Franz-Josef, Austrian Emperor and King of Hungary, makes provision for the 
 Commercial-Industrial Education of their youth. As regards Commercial Instruction 
 three types of schools are employed, namely, Commercial Schools of the highest 
 grade, Commercial Day Schools, and Mercantile Continuation Schools. Under the 
 first heading come the " Handelsakademien " of Vienna ; of Lenz in Upper Austria ; 
 of Graz in Steiermark ; of Innsbruck in the Tyrol ; the German and Czechish Academies 
 in Prague ; the German Academy in Aussig ; the Czech Academy, Crudin, Bohemia ; 
 the Commercial High School of Trieste ; the Commercial Middle School of Trient ; 
 the Commercial Schools of Koniggratz of Pilsen and of Richenberg in Bohemia ; 
 the Franz Josef Higher Commercial School of Briinn and the Higher Commercial 
 Schools of Olmutz and Prossnitz in Moravia ; the Higher Commercial School of 
 Cracow in Galicia, &c. 
 
 The Commercial Day Schools are typically represented by such institutions as 
 the Landes Handelsschulc of Krems in Lower Austria ; the Communal Commercial 
 School of Wcls in Upper Austria ; the Commercial School of Klagenfurt in Karnten ; 
 of Bozen in the Tyrol ; the Communal Commercial Schools of Briix, Budweis, 
 Gablonz, Horitz, Melnik, Tepliz, Warnsdorf, in Bohemia ; the Commercial Courses 
 for Girls in Olmutz ; the Commercial School of Troppau in Silesia ; the Commercial 
 Division of the Staatsgewerbeschule of Czernowitz in Bukowina ; a number of private 
 or semi-private Schools in Vienna, Prague, and other towns. 
 
26 TECHNICAL EDUCATION. 
 
 The Mercantile Continuation Schools are represented by fifteen such institutions 
 in the Austrian Capital, Vienna, and its suburbs and immediate surroundings, four in 
 Prague, six in Steiermark, and altogether sixty-one in Bohemia and twenty-two in 
 Mahren. 
 
 It is worthy of record that the first Hungarian Commercial School was opened 
 in 1830, and owes its origin to Emmanuel Bibanco, a Silesian schoolmaster. With 
 the support of the merchants of Pest, this institution was established and maintained as 
 a private Sunday School until the end of the first year, when it became a day school. 
 Beginning with only twelve pupils, at the end of three years it had no fewer 
 than one hundred. The Hungarian Law XVI of 1840 compelled every merchant to 
 keep his books according to certain well-defined rules, and this helped to strengthen 
 the teaching of Commerce. Commercial Schools were initiated about the same year in 
 various other towns of the Empire. It is to be noted that in these schools, besides 
 Hungarian itself, the Modern Languages of German, French, and Italian are taught, 
 with English as an optional study. In the broad sense, the general instruction is not 
 unlike that imparted in the Commercial Industrial Schools of Germany. The 
 Counting House work is, however, very detailed, and the curriculum embraces such 
 subjects as Political Economy, Arithmetic, and the Calculation of Probabilities. 
 
 Austrian Technical High Schools. 
 
 General speaking, the highest forms of Technical Education in the many States 
 which contribute to the totality we term, rather loosely, the Austrian Empire, is to be 
 found in the Science and Professional Courses of the Universities. The instruction is, 
 however, rarely given with first regard to its application ; hence Science Schools are 
 not Technical Schools in the strict sense as, for instance, they most undoubtedly are 
 in countries like Germany, Switzerland, France, the United States, and even Great 
 Britain. With this consideration in view, the various types of High Schools (that is 
 of University Grade) that exist in Austria are as follow : The Universities, the 
 Technical High Schools, the High Schools of Agriculture; the Mining Academies, the 
 Art Schools, and the Theological Schools. The Universities are those of Vienna, 
 Graz, Innsbruck, Prague (Bohemian), Prague (German), Lemberg, Cracow, 
 Gzernowitz. 
 
 The Technical High Schools are those of Vienna, Graz, Prague (Bohemian), 
 Prague (German), Briinn, and Lemberg. The organisation in each is similar, and the 
 instruction comprehends Civil Engineering, Architectural Engineering, Mechanical 
 Engineering, Chctr.ical Technology, and a Department embracing special subjects. 
 In the High School of Agriculture at Vienna the classes are arranged under the 
 general headings of Agriculture, Forestry, and Culture Technology. There are two 
 Mining Institutes, namely, the Imperial Royal Mining Academy of Leoben in 
 Steiermark, and that of Pribram in Bohemia. The latter has three departments, to 
 
A GENERAL VIEW OF THE SUBJECT. 27 
 
 wit (i) the General Division ; (2) the Professional School of Mining ; and (3) the 
 Professional School of Metallurgy. The Austrian Art Schools comprise the Imperial 
 Royal Academy of Vienna, the Art Academy of Prague, and the Art School of 
 Cracow. The Art Academy of Vienna teaches the following courses : (i) General 
 School of Painting ; (2) General School of Sculpture ; (3) a special School for 
 Historical Painting; (4) a School for Landscape Painting; (5) a School for Copper 
 Engraving ; (6) a School for General and Medal Engraving ; (7) a School for 
 Architecture ; (8) a School for Higher Sculpture. The general organisation of the 
 Austrian Technical High School is similar to that of Germany, and the degree of 
 Doctor of Engineering is conferred. The difference even between Austrian and 
 Bohemian Schools is not marked. For example, the Departments or Sections of the 
 Technical University of Prague are the Departments respectively of Civil Engineering, 
 Architecture, Mechanical Engineering, and Technical Chemistry. The equipmental 
 facilities in the different schools are by no means identical. While for the more 
 elementary parts of the demonstrations and laboratory practice they are much the 
 same, for advanced work they show marked difference. In the Technical University 
 of Prague, throughout magnificently equipped, there is a complete plant for sugar 
 manufacture in small quantities, while every branch and phase of the sugar industry is 
 represented in its Museum. The sugar industry is locally very important, and it may 
 be mentioned incidentally that the students are very adept in the construction of 
 designs for sugar factories. In all the laboratories the equipment has recently been 
 increased, and additions are always being made. 
 
 Technical Education in Bohemia. 
 
 The Czechs are without doubt the most interesting branch of the great Slavic 
 family which has spread farthest to the westward. Driven forward by the Avari, they 
 came in the latter half of the Sixth Century into the country known to us to-day as 
 Bohemia. The Czechs are first mentioned by the earliest Russian chronicler, Nestor, 
 who wrote during the latter half of the Eleventh Century. The language of this 
 interesting people (a subdivision of the widely spread Slavic) is spoken in Bohemia, 
 Moravia, and, with certain modifications, by the Slovacks in the northern parts of 
 Hungary. In the Eleventh Century it began to be written in Roman characters. By 
 Imperial edict, the language has been admitted in the Higher Schools, valuable 
 remains of old literature have been discovered, and fresh literature has been largely 
 produced. Poetry, Belles-Lettres, History, Archaeology, and Science are assiduously 
 cultivated, thus disproving the Germanic contention, already referred to, that a 
 culture of pure intellect, of contemplation and ideal thought, cannot exist side by 
 side with a highly technical and practical application of theoretical principles to 
 industrial production, for, above and beyond all, the Bohemian is an art producer of 
 the first rank and a technician in his own subjects that need admit no peer. 
 
28 TECHNICAL EDUCATION. 
 
 The industries of Bohemia are not only important, they are the most important 
 of any in the entire Austrian Empire. Their chief seat is in the north of the country, 
 and it is altogether computed that there are about i, 600 manufactories, whose yearly 
 production is valued at ^26,000,000. Reichenberg is the headquarters of the woollen, 
 Rumburg of the linen, Schonlindc of the thread, and the Erzegebirge of the lace 
 manufacture. There are calico print works on a large scale in Prague, Hirschberg, 
 &c. Bohemian glass, which is not only the best in Austria, but perhaps the best in the 
 whole world, is manufactured at Haida and several other towns. In addition to these, 
 Bohemia has manufactures of sugar (from beetroot), leather, porcelain, paper, metallic 
 wares, chemicals, and beer. Its Chambers of Commerce are at Prague. Reichenberg, 
 Eger, Pilsen, and Budweis. Such industries, to be successful, involve by their 
 practitioners the acquirement of a vast amount of technical knowledge, and an article 
 in a recent number of " Nature" on the Prague Exhibition shows that the workmen of 
 Bohemia are fully seized with the need of this description of culture. 
 
 The Technical Schools of Bohemia. 
 
 The great industrial expansion of Bohemia is attested by the Exhibition held in 
 Prague during the past year. The writer of the article in " Nature " (September 3rd, 
 1908) does not hesitate to ascribe this to the excellent system of Technical Education 
 which obtains in the country, the scope and character of the system being admirably 
 displayed in a series of well-arranged exhibits. The writer finds, moreover, that the 
 keynote of Bohemia's Technical System of Education is "specialisation" a word 
 which carries no terrors to the mind of the Czech, who is surprised that the exhibits 
 from some of the special schools (such, for example, as those from an institution for 
 training barbers) should excite the amusement of the visiting Briton. Nevertheless, 
 the fundamental principle of the system seems to the writer of the " Nature" article to 
 be sound. In Bohemia, he says, a boy's trade is fixed for him, and whether he be or 
 be not apprenticed, he is definitely trained for that selected calling, albeit without too 
 much insistence on theoretical principles. If the boy happens to be apprenticed, he 
 has then the compulsory obligation of attending an Industrial Continuation School 
 throughout the term of his apprenticeship. In these institutions instruction is given 
 for about six to ten hours a week on afternoons, or in the early hours of the evening, 
 or on Sunday mornings the course lasting from two to four years. In the event of 
 the lad not being apprenticed he is enabled to attend one of the Special Schools 
 (Fachschulen) in which courses arc provided and definitely take the place of 
 apprenticeship. The industries included within the scope of these schools arc lace- 
 making, wood-carving, carpentry, cabinet-making, the textile industries, basket- 
 making, iron and steel work, engineering, masonry, glassmaking, the manufacture of 
 hardware goods, electro-engineering, locksmithing, the construction of musical 
 instruments, the jeweller's craft, the setting of precious stones, machine embroidery, 
 
A GENERAL VIEW OF THE SUBJECT. 29 
 
 watchmaking, gunmaking, and the manufacture of sugar from beetroot. In short, 
 Technical Instruction is given in all the theory and practice of the national industries 
 of Bohemia. 
 
 The writer of the article instances as another interesting type of school that 
 devoted to general handicraft, to which boys of twelve are admitted, the aim being the 
 imparting of a better preparatory training for a trade or craft than is possible in the 
 ordinary Elementary or Primary School. As in Germany great stress is laid on 
 Drawing, and the boys are given practical instruction in the preparation of materials 
 for wood and metal work. This preparatory training has proved so successful in 
 countries like Bohemia, that aa experiment on these lines is at present being conducted 
 under the auspices of the London County Council. 
 
 Besides the Schools of General Handicraft and the Industrial Continuation 
 Schools there are also Higher Industrial Schools for well-prepared pupils who require 
 advanced training in Art, Chemical, or Textile Industries, Building or Engineering, 
 while in the large centres of population there are Central Industrial Institutes in which 
 research and similar work is carried out. 
 
 The writer further remarks that, " The Austrian System of Technical Education 
 is of special Interest at the present time, because there is undoubtedly a tendency in 
 England towards a higher degree of ' Specialisation ' in the work of Technical Schools." 
 It is, moreover, being realised in Great Britain that an efficient system of Technical 
 Education cannot be organised by the erection all over the country of Technical 
 Institutes of the same type with similar classes and laboratories, and conducted by the 
 same class of teachers. Some years ago, continues the writer of the " Nature " article, 
 it was discovered that Mathematics could be taught for the practical purposes ot 
 engineers in a practical manner, and without a great deal of insistence on abstract 
 principles, and since then a considerable amount of thought has been devoted to the 
 special educational requirements of various industries involving technology. Besides 
 which, by the way, the educative value of the technical processes themselves is being 
 more fully recognised. 
 
 The writer of the article in "Nature" cites the fact of Mr. W. R. Lethaby, 
 Professor of Design at the Royal College of Art, deprecating, in the course of a paper 
 read to the International Drawing Congress, 3rd August, 1908, " elaborate approaches 
 to a practical subject" at present in vogue. "The great end," said Mr. Lethaby, 
 "was production. The great thing was the trade, the craft, and sufficient culture could 
 be hung up to any sufficient trade. . . . All proper education was the proper 
 opening up of a necessary and beneficent life occupation." 
 
 This, comments the writer of the " Nature " article, expresses in the clearest way 
 the principle which appears to underlie the Austrian System of Technical Education. 
 The principle may be stigmatised as Utilitarian, but any one who doubts the practical 
 success of the system will be well advised to examine the contributions at the Exhibition 
 
3 o TECHNICAL EDUCATION. 
 
 at Prague. This is cheering testimony, for it was long presumed that Germany held 
 almost a monopoly on the Continent of Europe of efficient Schools of Technical 
 Instruction. 
 
 RUSSIA. 
 
 Technical Education. 
 
 The scope of this monograph does not permit of a detailed examination of the 
 condition of Technical Education in every European country. But as we have glanced 
 at the subject as it affects one great branch of the Slavic race, namely, the Bohemian, 
 it will not be useless to glance at the matter as it affects the greatest of all the Slavic 
 peoples, that is, the Russian. It is, perhaps, wrongfufly assumed that inasmuch as 
 Russia is politically as socially reactionary, it must also of necessity be non-progressive, 
 nay actually retrogressive, as regards Education. This, however, is by no means the 
 case, for Russia is not by a great deal the least progressive of European countries in 
 matters educational and in expert pedagogy. However backward in this respect the 
 interior provinces may be, the City of St. Petersburg stands abreast with the foremost 
 centres of the Continent in the matter of Secondary and Technical Schools, one of the 
 finest of which is the Tsessarevitch Nicolas a Technical School which supplies the 
 educational needs of the apprentice to the handicrafts operating with wood andiron. 
 This School is conjointly endowed by the Tsar, by the Municipality of St. Petersburg 
 and by the Society for the Development of the People. The attendance is over 300, 
 and the great majority of the pupils are bursars. In the Tsessarevitch Nicolas the 
 entire details of a handicraft are thoroughly taught, and on the completion of the course 
 the better operatives in woodwork remain yet another year in the Institution and in 
 receipt of a good scale of wages. The work done by this class of mechanics touches a 
 high standard of excellence and is a tribute to the value and thoroughness of the system 
 of instruction, besides being ample evidence of its scope and efficiency. It appears 
 somewhat incongruous to the inquiring traveller that a city like St. Petersburg, which 
 possesses so many fine schools, is so difficult of entrance and exploration. Before the 
 foreign visitor can gain access to the Russian Capital he must obtain official permission, 
 and he is obliged to arm himself with a properly accredited passport for production on 
 any and every trivial demand an obligation which does not obtain in any other part 
 of Europe. Nevertheless, Technical Education is at a high mark in St. Petersburg. 
 
 SWITZERLAND. 
 
 Technical Education. 
 
 That sane and observant writer, Charles Edward Russell, in his admirable 
 world-survey "The Uprising of the Many," indulges in veritable enthusiasm over 
 the instructional methods of Switzerland. In the hardy and independent Helvetian 
 Republic the " Common Good" is a doctrine of supremest sway. The Swiss, says 
 
A GENERAL VIEW OF THE SUBJECT. 31 
 
 Russell, are the best educated people of Europe, and their Public School System is 
 probably the finest in the world. This, writes our author, is a pre-eminent reason why 
 the Swiss fare so well. Parents can, in some of the Cantons, send their children to 
 private schools if they insist upon so doing, but the face of the Government and the 
 force of public opinion are set sternly against the practice. In the Canton of Solothurn 
 private schools are absolutely forbidden. In other Cantons a private school pupil must 
 secure a formal permit from the local authorities, and in some Cantons he must pay a 
 charge to the public funds. The idea is that the Public Schools are good enough for 
 all, that rich and poor are to meet there on even terms, that the Public School is the 
 nursery of Democracy and Patriotism ; above all, that Democracy is the life-blood and 
 strength and very soul of the Republic, and the Republic is Switzerland, and without 
 the Republic Switzerland is nothing. Private Schools for Swiss Children are few in 
 number, and such as exist are under the strict supervision of the State. In Switzerland 
 a parent must send his children to school or go to jail. The Helvetian Republic 
 spends over two and a quarter millions annually on its Schools, and its population is 
 less than three and a half millions. The Army examinations show only twenty-four in 
 ten thousand unable to read and write, and these illiterates are always the scattered 
 dwellers on lonely mountain peaks. Books, pens, paper, drawing instruments, everything 
 that the student requires at any stage of his progress, are furnished free in the Swiss 
 Schools, which are also under strict medical supervision. The School children number 
 about 600,000; but the State maintains besides 299 Trade Schools; 218 House-keeping 
 Schools, and many Agricultural Schools. There are, too, the great Federal 
 Polytechnicum at Zurich, and other Technical Schools maintained by the Confederation ; 
 while six splendid Universities Bern, Geneva, Basle, Zurich, Lausanne, and 
 Freiburg and a College at Neuchatel complete the educational scheme. In the 
 Polytechnic Schools tuition fees are nominal about two guineas a year and this 
 charge is remitted in the case of poor students, while there is also a State fund to defray 
 the expenses of the impecunious. To such the authorities say : " Here are certain 
 sums of money to be given to you in your school course. When you leave this 
 institution you will begin to make your way in the world. You repay it as you can, 
 so that it may be used to help others situated as you are. But there is no compulsion 
 about it." In practically every case the money has been repaid. 
 
 The Swiss System of Technical Education is distinguished, no less than the 
 German, for its absolute thoroughness. The Swiss have the highest inspiration for 
 cultivation in whatever line of life they may pursue for absolute efficiency. 
 
 Foremost in the Swiss Educational System stands the teacher with his splendid 
 spirit of inspired missionising, and his devotion to his noble calling. This is evidenced 
 in marked manner by his attendance during the summer vacation at the Ecole Normale 
 (Lausanne) in the Canton de Vaud, for the purpose of becoming proficient in one or 
 more of the different branches of manual training. These enthusiastic Swiss teachers, 
 
32 TECHNICAL EDUCATION. 
 
 in almost every case from small country schools, engage in a preparation in some 
 branch of Manual Work, so as to improve the elementary tuition given in their schools 
 and further to enable them to direct the efforts of those of their pupils who, having 
 completed the ordinary school course, have no other or no better immediate oppor- 
 tunities for educational advancement. With this end in view, these teachers take 
 courses in practical education (as regularly as the long vacation comes round), in 
 Bookbinding, in Working in Wood, in Wood-carving, Modelling, &c. These teachers 
 warmly emphasise the importance of this work as educational training, while at the 
 same time pointing out its value as a contribution preparatory to the embracing of 
 some craft or art a matter which deeply concerns the majority of Swiss parents. 
 
 Swiss Schools of "Sp3cia.Hsa.tion." 
 
 Among the Swiss Schools of "Specialisation" (using the word in the sense 
 as determining the life-calling of the student) may be mentioned the Institute Agricole 
 of Lausanne, the students of which College, chiefly the sons of men on the soil, work 
 on their own farms during the busy season, and attend the Institute during the winter 
 months. This establishment has an important influence en the manufacture of 
 Gruycre cheese, which is carried on at Mouclon a village situated a short distance 
 from Lausanne. New buildings to form a residential school were completed a few 
 years ago, and to this Institution arc admitted youths who have attained the age of 
 16 years, the course, which is one thoroughly practical, covering a year. The 
 curriculum includes the general treatment of milk and cheese, simple analyses, and 
 information on grasses best suited as fodder for cattle. There is nothing elaborate 
 about the Institution ; but it is eminently practical and well calculated to subserve the 
 ends for which it is intended. 
 
 The College of La Prairie, at Geneva, is a truly ambitious high-class and 
 completely equipped Institution on its scientific and professional side. It is situated 
 on a high part of the City, and the class-rooms surround an open square handsomely 
 planted with trees. The courses of instruction embrace Manual Training in Wood- 
 work, Art Classes, Modelling in Clay and Cardboard, Wood Carving, Advanced 
 Training in Woodwork, Metal Work, and Masonry. The boys attending take courses 
 from the ages of 14 years to 16, from 15 to 19, and from 17 to 19, according to the 
 subject selected for study and expert training. There are ample supplies of lathes and 
 working tools, the workshops are of adequate dimensions, and are both well ventilated 
 and well lighted. The teacher of the Woodwork section is, by the way, of opinion 
 that this branch of study and practice, including Wood-carving, is of greater educational 
 value than Ironwork. The pupils operate from drawing plans made by themselves, 
 and Sloyd forms part of the course. In the Art Classes originality in designing is 
 greatly encouraged, and both designing and colouring from Nature are marked features 
 of the College. In the Section devoted to Modelling in Clay and Cardboard the work 
 
A GENERAL VIEW OF THE SUBJECT. 33 
 
 serves to indicate the combined operations of lads engaged in the Building Trades. 
 For example, the same model will represent the united efforts of the bricklayer and the 
 mason, the carpenter and the joiner, the slater and the plumber. Indeed the teacher in 
 charge of this section is an enthusiastic advocate for co-operative study and practice. 
 Moreover, the students are occasionally sent out to sketch a building, and are later on 
 instructed to make a model from such a sketch in their laboratory. In the section 
 dealing with Advanced Training in Woodwork the student is expected to draft his own 
 design on large sheets of paper, and then to execute that design in wood. This work 
 is in reality advanced scientific construction, and is closely connected with Architectural 
 Ornamentation. In the Metal-work class the work done is largely in the medium of 
 tin, and the trade of a tinsmith is thereby very practically taught. In the Masonry 
 Class Drawing and Modelling from design form the chief practical work. Apprentices 
 to the mason's craft in Geneva get the greater part of their theoretical instruction at 
 La Prairie, while their practical training is obtained largely in the workshops of their 
 employers. This is true also in a general sense of the other Building Trades of this 
 city. La Prairie, Geneva, 'may properly be described as a Trades College. The 
 work is so co-ordinated that when a boy goes through his course, theoretically and 
 practically, he is well qualified for the craft of calling he has taken up, and there will 
 have been no gaps between the stages, no overlapping, and no waste of energy or time. 
 
 There is in the Geneva Museum of Arts and Decorations a splendid aggregation 
 of mechanical and engineering workshops. Here, too, may be seen some of the boring 
 instruments used in driving a tunnel through the Cenis and St. Gothard Mountains. 
 In the watchmaking shops (theoretical and practical), and in the branches of Mechanics 
 and Horology there are a hundred students attending a five years' course. This takes 
 the place of an apprenticeship and turns out skilled tradesmen who readily obtain 
 employment on the completion of their course, with the command of full wages. The 
 showroom of the College contains some magnificent exhibits of scholars' work, such as 
 designs, drawings, models, parts of machines, &c. all the result of the efforts and 
 application of the students. Girls are employed to execute the finer parts of watch 
 mechanism, and the students range in age from 15 to 20. The fees are very moderate, 
 namely, five francs (about four shillings in British money) per month to Swiss students, 
 and to foreigners twenty-five francs (not quite a pound sterling) per month. 
 
 Two fine types of the Lower Technical Institutions are those of the Swiss 
 Capital of Bern, in the Apprentice School of that city, and of the "Technikum " at 
 Winterthur, in the Canton of Zurich. Winterthur is a small but busy town, of which 
 the great industry is the Iron Trade particularly that Department engaged in the 
 manufacture of machinery. The town possesses a fine Technical College, an ordinary 
 Commercial School, and a Trades School containing a large machine shop wherein a 
 hundred odd boys are occupied in acquiring the knowledge to fit them for tne calling of 
 Mechanical Engineers. 
 C 
 
TECHNICAL EDUCATION. 
 
 Indeed Switzerland is justly renowned for the educational provision it has made 
 for its citizens. That provision embraces not only Primary, Secondary, and University 
 Education, but also the lower and higher forms of Industrial, Technical, and Professional 
 Training. 
 
 In the Classes for Girls the Domestic Economy, besides treating of the purchase 
 and care of linen, lingerie, &c. , washing, ironing, and repairing, pays special 
 attention to the question of alimentation. The conditions and essentials of good food, 
 its purchase and conservation, recipes for its cooking, &c. (involving the most ordinary 
 and therefore the most important viands) of vegetables and fruit, are features of the 
 Institutions known as " Les Ecoles Complementaires de Geneve," and throughout the 
 subjects are treated as far as possible in the manner most directly conforming to the needs 
 of the individual pupil. In the Secondary Rural Schools girls are taught the details of 
 cutting out, sewing, washing, and ironing. In the " Ecole Professionnelle et 
 Menagere," Geneva, are taught such diverse subjects as French, German, English, 
 Accountancy and Calculation, Commercial Geography, Domestic Economy, Con- 
 ceptions of Science and Hygiene, Stenography and Typewriting, Law, Drawing and 
 Geometry, Caligraphy, Millinery, Mending, Embroidery, Cutting-out, and Confection 
 of Garments, Darning, Lingerie, the knowledge of Commercial Products, Gymnastics, 
 Cookery, and Washing and Ironing. These schools embrace courses of a General, a 
 Professional, and a Specialised Housekeeping character. 
 
 Among good examples of Swiss Lower Technical Instructional Schools may be 
 mentioned the Trade Schools of Bern for Mechanics, Joiners, Locksmiths, Tinsmiths, 
 &c. The Apprentice School in the Swiss Capital aims at making it possible for a 
 youth to obtain a thorough knowledge of his trade, at giving young craftsmen at the 
 termination of their apprenticeship an opportunity for obtaining a thorough, all-round, 
 practical education in their craft, with a view to the development and consolidation of 
 already acquired knowledge ; at counteracting the prevailing tendency to employ 
 foreign labour by placing native Swiss labour on a higher plane of mechanical skill ; 
 and at raising the character of artisans' work in general by theoretical, industrial, and 
 thoroughly business-like education, and by a continuous investigation of new technical 
 methods. 
 
 Another famous type of Swiss School finds its representative in the Federal 
 Polytechnical School of Zurich, which is one of the most renowned Polytechnica, or 
 Technical High Schools, in the world. It is magnificently equipped, thoroughly in 
 line in the matter of the latest of appliances, and admirably qualified for all the objects 
 for which it has been established. It is not here necessary to examine the details of 
 its working, constitution, &c. It is sufficient to say that in general respects, curricula, 
 discipline, fees, &c., it bears a marked resemblance to the best of Technical Colleges, 
 as that of Charlottenburg in Germany. This remark relative to corresponding likeness 
 is applicable also with respect to the Commercial Schools of the Swiss cities and towns 
 
A GENERAL VIEW OF THE SUBJECT. 35 
 
 of Bern, Neuchatel, Geneva, Lausanne, and Winterthur, when compared with the 
 Commercial Instruction Schools of Germany. Switzerland stands educationally on a 
 very high plane. It has been stated by Mulhall that only i per cent, of the total 
 population of the Helvetian Republic was illiterate, and even this low proportion of 
 illiteracy failed as a reproach to the Educational System, and was due absolutely to 
 unavoidable natural causes, such as remoteness and inaccessibility of residential 
 conditions in far distant valleys and on unapproachable mountain heights. 
 
 AMERICA. 
 
 Technical Education in the United States. 
 
 " Cassier's Magazine" for November, 1902, was a special issue known as the 
 " machine-shop " number. It contained two highly important articles, the one dealing 
 with experiences in connection with apprenticeships in the United States, and the 
 other of a similar nature with reference to Great Britain. It was clearly recognised 
 that the conditions under which industrial operations take place to-day are materially 
 different from what they were in the days of small establishments. The great 
 advantage of the old apprenticeship system in its first form was that when the employer 
 or head foreman was a man of skill and character, the boy v/as influenced by his 
 personality in a favourable manner. But that influence is now a matter of impossi- 
 bility on account of the great size and strenuous activities of modern works and 
 factories. Under the present system the contact between master and apprentice is less 
 personal, and, therefore, more mechanical. In an article in the magazine mentioned 
 from the pen of E. S. Parks, M.E., of the Brown and Sharp Manufacturing Company, 
 it is stated that " the Technical Shools have in a measure attempted to supply the lack 
 of skilled workmen," that is to say, such workmen as were educated under the old 
 system. " But," continues Mr. Parks, "the results, while excellent in many ways, 
 do not bring out the class of men with the training and experience needed, so that 
 at the present time it seems as though there were but one way to fill this want 
 that is, by returning to tJie old apprenticeship system as nearly as it can be done in a large 
 factory.'" It is admitted that it is impossible for the apprentice to be brought into close 
 contract with the head of the establishment, any more than it is possible for each 
 student in a very large institute of learning to be brought into contact with its director. 
 Mr. Parks refers to the practicability of a competent instructor being profitably 
 employed in attending to the instruction of apprentices. He writes : 
 
 "This instructor can see to it that proper selections are made from the 
 applicants ; that they are given correct instruction in the shop ; that they are 
 changed about from department to department as time progresses ; and he 
 should be a man of character, to whom the boys can go for advice and counsel, 
 
TECHNICAL EDUCATION. 
 
 and who can look out for them in the many ways which will occur to anyone 
 who is duly qualified to take charge of apprentices. A man qualified to fill such 
 a position should be a man of executive ability ; should have a good knowledge 
 of human nature ; understand the mechanical work that is being undertaken by 
 the boys ; and have a patient spirit and gentlemanly bearing. And above all he 
 should be thoroughly sincere, otherwise he cannot command due respect from 
 the boys whom he is to guide. With the supervision of such a man it is possible 
 to bring up young men who will be properly educated in the business, and not 
 only fitted to do the ordinary work of the shop ; it will furnish foremen and those 
 who may eventually become managers." 
 
 Mr. Parks made a special inquiry into the various systems of handling 
 apprentices, and he states that there is a complete lack of uniformity among the 
 different manufacturers of the United States. Some apprentices are hired in the same 
 way as ordinary workmen ; there are no agreements and the lads are but apprentices in 
 name. In other cases, however, apprentices are given a thorough education in the 
 details of the work of the firm employing them. Among the apprenticeship systems 
 examined that of the Baldwin Locomotive Works was deemed to be the best. There 
 the apprentices are graded, and the class to which they are assigned depends upon 
 their previous education. This plan is, it is admitted, suited only to large shops. For 
 small shops Mr. Parks advocates the four years' course of apprenticeship. Under this 
 arrangement, after a preliminary trial, the lads are expected to pay fifty or a hundred 
 dollars (roughly, from 10 to ^20) for the privilege of learning their trade. This sum 
 it is suggested should be returned upon completion of apprenticeship, together with a 
 bonus of a hundred dollars, in addition to any wages paid during the term, on the 
 assumption that the wages paid to the apprentice during the last year of his articles 
 should be sufficient for his maintenance. The plan of apprenticeship in the Baldwin 
 Locomotive Works was drafted by Mr. N. W. Sample, and since these works employ 
 over 10,000 men the garnered experience should be of some considerable value. The 
 apprentices are divided into three classes, special prominence being given to educational 
 qualification in the first and second classes, while the third class provides training for 
 Technical School graduates, but there are nearly five times as many apprentices in the 
 first two classes combined as in the third class. Mr. Parks writes : 
 
 "The usual legal form of indenture is followed for the first two classes. 
 The first class requires four years' service, and the age limit is placed so that the 
 boys will finish at the age of twenty-one years. It is expressly stipulated that 
 the apprentice must faithfully attend at least two evenings in each week during 
 the first three years of his apprenticeship free night schools, such as during the 
 first year will teach him elementary algebra and geometry, and during the 
 remaining will teach him the rudiments of mechanical drawing. . . . It is 
 understood that the apprentice already has a Grammar School education [Public 
 
A GENERAL VIEW OF THE SUBJECT. 37 
 
 School in this State] or sufficient education to render it unnecessary that any 
 provision should be made for his further instruction. 
 
 " The second class requires three years' service and a High School training, 
 the upper age limit being 18 years. During this service the apprentice must 
 faithfully attend at least two evenings in each week during the first two years of 
 his apprenticeship free night schools, which will teach him the rudiments of 
 mechanical drawing. 
 
 " All three classes are to be moved or changed in the shop ; the first two 
 classes every three months, and the third class at its own request, subject to the 
 approval of the Superintendent. In order to arrange the moving systematically 
 and to keep a complete record of the work, the conduct and character of service 
 of each, a blank form is used, which constitutes actually the ' dossier ' of the 
 apprentice during his trade-learning course." 
 
 The whole question of the future employment of apprentices is determined by 
 the need of the Company and the personal record above referred to, and any apprentice 
 whose faithful study and evident value justify it may be passed to the third or Technical 
 Class. There is a general understanding that at the end of the training the apprentice's 
 position will be that which his records warrant. 
 
 The apprenticeship system of the Brown and Sharpe Manufacturing Company 
 has been in vogue for more than thirty years. The admission is confined within the 
 age limits of from 16 to 18 years, and the entrance requirements comprise physical 
 soundness, good moral character, an educational status at least equivalent to that 
 required for graduation in the Public Grammar Schools of the City of Providence, 
 personal application, a probationary period of 480 hours' service, and (in the event of 
 the probationary period being undergone with credit), the entering into an agreement 
 for a term of four years, each year to measure 2,950 working hours. A point worthy 
 of notice is that a graduate of the Providence Training High School, provided that he 
 is well recommended by its Principal, may have his term of apprenticeship shortened 
 at the discretion of the Company. 
 
 In this connection it is worthy of observation that in the large cities of the 
 States a Manual Training High School, known also as a Technical High School, is 
 as great a necessity as the Academic High School or College. The Technical High 
 Schools are attended by pupils who have finished the Public Grammar School course, 
 and the instruction given in them is free. The working of these institutions in such 
 centres as Philadelphia, Springfield (Massachusetts), and San Francisco is admirable. 
 San Francisco, with a population before the earthquake of about 400,000 inhabitants, 
 has no less than eight High Schools, three of which are Manual Training High 
 schools, one supported by the City, while the remaining two (the Lick and Wilmerding) 
 are Trade Schools under separate Boards, being separate benefactions but having a 
 common Principal. The Lick School is attended both by boys and by girls ; but there 
 
38 TECHNICAL EDUCATION. 
 
 is no co-education, as the work of each sex has a special bearing the girls taking up 
 the Domestic Arts (Cookery, Dressmaking, &c.), and the boys the Industrial Crafts 
 (Building and Machine Construction). Boys only attend the Wilmerding School, and 
 their special work is House Construction. The attendance at the Lick School is 500, 
 and in the Wilmerding 150. The essential difference between the two institutions is 
 the period at which " specialisation " takes place. In the Lick School a boy does not 
 specialise until he has completed one half of the four years' course. During his first 
 year he works in wood and during the second year in iron, and then he selects the 
 trade he intends to follow permanently. In the Wilmerding school the boy immediately 
 upon entering embraces the occupation upon which he has determined as a life calling. 
 On the completion of their courses, both classes of students enter on their trades as 
 journeymen, with journeymen's wages. There is no friction with the Trade Unions, 
 who rather approve of the Institutions, while the numbers in attendance at the Schools 
 have no great effect on the apprentice question. It may be said in favour of these 
 Institutions that their teaching is more general and thorough in its character, and 
 their students secure a far better idea of their trades, than do apprentices who, at least 
 in the iron trade, deal only with one particular branch of their business during probably 
 their whole course of training. Wilmerding School has been considerably enlarged, 
 and the plans, &c., for the new structure were the work of the students of the Lick 
 School, the actual construction (including excavations, brickwork, carpentry, finishing, 
 &c.) being carried out by the students of Wilmerding, the students of both schools 
 taking a special interest in the work which was the result of the labour of their own 
 hands and the conception of their own brains. 
 
 The Trade Schools of America. 
 
 The Trade School in America is of comparatively recent growth, and while 
 subsidised to some extent by the State Governments and Municipal Councils is 
 generally the outcome of private benefactions. In the Eastern States special schools 
 have been established in connection with the textile industry, and instruction is given 
 in the theory and practice of cotton manufacture, the construction and operation of the 
 machinery, and the artistic principles involved in the production of desirable and 
 ornamental fabrics, while the practical portion of the instruction is gained in local 
 factories. Other special schools in these States are intended for the benefit of artisans 
 needing instruction in Painting, Drawing, Modelling, and Designing. In marine 
 cities Naval Architecture is added to the curriculum. New York has a Trade School, 
 liberally endowed by private philanthropy, with an attendance of 600 pupils, and a 
 staff of thirty instructors. The day classes include Plumbing, House and Fresco 
 Painting, Sign Painting, Sheet Metal Cornice Work, Bricklaying, Plastering, 
 Carpentry, Steam and Hot Water Fitting and Electrical Work. A nominal fee is 
 
A GENERAL VIEW OF THE SUBJECT. 39 
 
 charged for the tuition, and on the satisfactory completion of the course a diploma is 
 issued. San Francisco has also two splendid Trade Schools endowed by private 
 enterprise. It is impossible to avoid requoting the words of Mr. Chartes Moberly Bell 
 in this connection, when, as Chairman of the Eighteenth Ordinary Meeting of the 
 British Royal Society of Arts he remarked that the millionaires of America had to 
 think what they would do with their money, and as they could not buy peerages in the 
 United States they endowed schools with their superabundant wealth. 
 
 It is useful in this place to note the essential difference between the German 
 Continuation Schools and the later developments in America. In consists mainly in 
 the fact that the Teutonic boy learns the practical part of his trade from the employer 
 to whom he is apprenticed, and supplements this instruction at a Continuation School, 
 which, in some parts of the Fatherland he must attend until he is eighteen years of age, 
 while the American lad who attends a Trade School acquires the whole of his life 
 calling, both theoretical and practical, from competent instructors within the walls of 
 his school. 
 
 The Californlan School of Mechanical Arts. 
 
 The Californian School of Mechanical Art is the gift to the Technical Education 
 of the people of James Lick, a citizen of the " Golden State." A circular issued by the 
 Board of Trustees states that " having been brought up in narrow circumstances, 
 earning his living in early manhood as a mechanic, he sympathised with the struggles 
 of the young for a place in life, and resolved to found a school where those who were 
 dependent on themselves could receive such an education as would give them a foothold 
 in the world." In the year 1875, this educational benefactor executed a deed of trust 
 by which he conveyed to certain trustees a large amount of property for various 
 purposes of public benefit, one of which was the School which was founded and endowed 
 at a cost of 540,000 dollars (\ 12,500), and was directed to be termed " The Californian 
 School of Mechanical Arts" "the object and purpose of which shall be to educate 
 males and females in the practical arts of life, such as working in wood, iron, and 
 stone or any of the metals, and in whatever industry intelligent mechanical skill 
 now is or can be hereafter applied ; such institution to be open to all youths 
 born in California." It was, however, not until 1895, twenty years afterwards, 
 and owing to prolonged litigation, that the buildings were completed and the School 
 was formally opened. In the year 1900, the Wilmerding School of Industrial Arts, a 
 totally distinct endowment, was opened in the City of San Francisco on a block of land 
 in close proximity to the Lick School. The management of the two Institutions took 
 this step with a view to having the two schools supplement each other, and to co- 
 operate educationally as far as possible. Later on this arrangement was still further 
 extended by placing both Institutions under one Head Master, but still preserving the 
 
4 o TECHNICAL EDUCATION. 
 
 two distinct trusts in the management. The Lick School's chief aim is expansion in 
 the direction of the Machinery Trades, namely, Patternmaking-, Model-making, Forge 
 Work, Moulding, Machine-shop Practice, Electrical Construction, Machinery, and 
 Ship Drawing ; while the curriculum of the Wilmerding School includes a long list of 
 Building Trades, such as Carpentry, Bricklaying, Plumbing, Architectural Ironwork, 
 Clay Modelling, Artificial Stonework, Wood-carving, Cabinetmaking, and Archi- 
 tectural Drawing. 
 
 The scale on which lower Technical and Industrial Education is provided in 
 America is truly remarkable, and is an outward and visible sign of a deep-seated faith 
 and conviction that practical education is essential to national success. The foundations 
 of manual skill are laid in the Kindergartens. In towns with populations ranging 
 upwards from 4,000 there are no fewer than 5,100 of these children's Schools, with 
 6,300 teachers and 94,000 pupils out of a total population of about 76,000,000 for the 
 whole territory of the Republic. Manual Training in the Primary School carries on 
 the work begun in the Kindergarten, so that the pupil, when he turns his attention to 
 Systematic, Industrial, Trade, or Technical Instruction, is ordinarily well prepared and 
 makes rapid continuous progress. There are a very large number of schools in the 
 United States for the teaching of the Mechanical Arts, and the income of Colleges for 
 Agricultural and other Industrial Education amounts to over two millions sterling per 
 annum. It would be a task quite impossible to give a complete account of all the 
 institutions in the great Republic for imparting Technical and Artisan Instruction. 
 One of the most remarkable and perfect developments of the kind is, however, that of 
 Tuskegee, in Alabama, for coloured people. Typical schools of the Technical 
 description are the Pratt Institute, Brooklyn, New York, and the Trade School of the 
 latter City. The Pratt Institute is really a large educational establishment with a 
 number of so-called Departments, to wit, a High School, a Fine Arts Department, a 
 Department of Domestic Art, a Department of Domestic Science, a Department of 
 Science and Technology, a Kindergarten Department, and a Library Department 
 the last-mentioned having a stock capacity for 200,000 volumes. The New York Trade 
 School, founded in 1881, affords young men, who so desire, an opportunity of acquiring 
 a knowledge of a craft or manual trade. The prospectus states that " the apprentice 
 system under which lads formerly learned a trade is practically a thing of the past. 
 Conditions in all trades have so altered that very few employers now care to assume 
 the responsibility of teaching a young man a trade." The courses embrace such useful 
 arts and crafts as House-painting, Fresco-painting, Sign-painting, Blacksmithing, 
 Steam and Hot- Water Fitting, Bricklaying, Plastering, Sheet-Metal Working- 
 Carpentry, Patternmaking, Printing, Electrical Work, and Plumbing. A very 
 complete and exhaustive curriculum is provided by the Drexel Institute of Art, 
 Science, and Industry, at Philadelphia, which has organised its teaching under no 
 fewer than eighteen Departments. 
 
A GENERAL VIEW OF THE SUBJECT. 41 
 
 Manual Training Schools in the Eastern States of America. 
 
 The system of Manual Training in the Primary Schools of America is on a 
 properly co-ordinated plan ; and, as practically followed out, is the logical and natural 
 sequence of the Kindergarten Schools. The work is continued in the High Schools of 
 America, and in towns of any pretensions the Manual Training High School is an 
 institution of importance equal to that of the Academic School. The State of 
 Massachusetts, always in the van in matters pertaining to education, was the first to 
 recognise the modern necessity of manual training in the High School curriculum. 
 More than ten years ago, a law was passed in the State Legislature, mainly through the 
 efforts of Frank Hill, Esq., Secretary of the State Board of Education and one of the 
 world's foremost educationists, requiring every city and town of 20,000 people and 
 upwards to maintain Manual Training as part of its High School System ; and in 1898, 
 a clause was added requiring such communities to provide for this training in the 
 Primary Schools also. The readiness and willingness of the American people to 
 support what is good for their children are exemplified in a Report of the Massachusetts 
 State Board (1899), which showed that not only had the law been complied with, but 
 that a number of towns with populations under 2,000 inhabitants, who were not affected 
 by the Enactment, had voluntarily provided for Manual Training High Schools. 
 
 These Schools exist in all the large towns and in all the cities throughout the 
 United States, and are as much a part of the State Educational System as the English 
 and Latin High Schools. They vary in number, from one in the smaller towns to as 
 many as twelve in such cities as Boston and Chicago, and are, as a rule, under the 
 control of the Local Boards of Education. They are Institutions altogether independent 
 of other High Schools of the City ; their equipment is superb, and the education, as in 
 all the Schools in the United States, is given free to the local children. The Manual 
 Training or Technical High Schools are frequently designated as Mechanics Art 
 Schools, because they have specially provided for courses developing the principles of 
 the Mechanic Arts. The leading Boston School, which cost 300,000 dollars, is known 
 as the Boston Mechanic Arts High School. Springfield (Massachusetts), in addition 
 to a splendid Academic High School, supports a very superior Mechanic Arts High 
 School. The Boardman Manual Training High School, New Haven, is the gift of a 
 wealthy widow, who gave 70,000 dollars for a building, the City Board of Education 
 furnishing the land and the equipment, and defraying the current expenses. 
 
 Several of the Academic High Schools of the United States (the English and 
 Latin High Schools as they are called) are provided with a Manual Training 
 Department. Work in both wood and iron is taken in some of these schools for boys, 
 and clay modelling, carving in wood, and joinery for girls. The courses in these 
 schools are somewhat similar. In that of the Manual Training Department of the 
 High School of Lynn, near Boston, a three years' course is given in shop-work, 
 
42 TECHNICAL EDUCATION. 
 
 comprising the following subjects : First Year : Joinery, twenty-eight weeks ; Wood- 
 turning, twelve weeks. Second Year: Wood-turning and Patternmaking, twenty- 
 three weeks ; Cabinetmaking, five weeks ; Forging, twelve weeks. Third Year : Tool- 
 making, Tempering, Compounding of Metals and Alloys, Moulding and Casting, 
 sixteen weeks ; Chipping, Filing, and Machine Work, twenty-four weeks. But there 
 is variation in the curriculum according to locality, and to the size and importance of 
 the place. Thus, for instance, the Central Manual Training School of Philadelphia, 
 with a curriculum covering three years, has five parallel lines of study, grouped as 
 follow : (i) English Literature and Rhetoric, History, Political Economy, Civics, 
 German, French, or Spanish ; (2) Mathematics, including Arithmetic, Algebra, 
 Geometry, Trigonometry, Book-keeping, and Surveying ; (3) Science, including 
 Geology, Botany, Physiology, Mechanics, Physics, Chemistry, Steam Engineering, 
 and Electricity ; (4) Freehand, Constructive, and Architectural Drawing, Designing, 
 and Modelling ; and (5) Tool Instruction in Joinery, Patternmaking, Wood-turning, 
 Wood-carving, Forging, Tinsmithing, Soldering, Brazing, Ornamental Ironwork, 
 Moulding and Casting, Vise-work, together with Applied Electricity and Mechanical 
 Construction. 
 
 Evening Continuation Schools in America. 
 
 Including the divisions of Manhattan, the Bronx, Queen's, and Richmond, 
 there was in 1900-1 a total enrolment in the Evening Elementary Schools of New York 
 of 32,482 boys and 17,242 girls a total of 49,724 ; the enrolment for the same year in 
 the Evening High Schools was 12,578; the enrolment of adults (English-speaking) 
 was 7,368; and the number of foreigners learning English was 21,345. The average 
 attendance was very low, only one school showing 50 per cent. The City Superin- 
 tendent, commenting upon this section of school work, said : "Much to my regret, I 
 am unable to record any improvement in the regularity of attendance at Evening 
 Schools. The most satisfactory parts of the work were the teachings in the Evening 
 High Schools and the instruction given to foreigners in speaking and writing the 
 English language." The Evening School term lasts twenty-four weeks in High 
 Schools and eighteen weeks in Elementary Schools. 
 
 In the Evening Schools of Boston the term lasts from September to March, and 
 the Evening Elementary and High Schools are open five evenings in the week ; two 
 hours each evening. No child under the age of fourteen years is admitted to the 
 Evening Schools. The term of the Evening Schools for Industrial Drawing begins in 
 October, and continues for sixty-six working nights. No person is admitted under the 
 age of fifteen years. Adult evening classes, intended specially for the poorer classes, 
 are held in the Hancock School, Parmenter-street. The list of subjects embraces 
 Cookery, Dressmaking, Embroidery, Millinery, Basketry, Book-keeping, French, and 
 Singing. 
 
A GENERAL VIEW OF THE SUBJECT. 43 
 
 The classes in the Evening High Schools, Springfield, Massachusetts, are well 
 organised in one of the finest of modern school buildings. The courses cover 
 Commercial and Industrial work. Co-education is general in this School, which 
 numbers 300 pupils, and education is free. 
 
 Higher Technological Education in America. 
 
 The provision made in the United States of America for higher Technical 
 Education is on a colossal scale, and its features show a certain independence of 
 development which have commanded worldwide attention. As far back as 1893, 
 Professor A. Riedler, a distinguished engineer in the " Technische Hochschule zu 
 Berlin" reported on the Higher Technological Schools in a " Bericht " entitled 
 " Amerikanische Technische Anstalten." At the time Professor Riedler reported for 
 the Prussian Government there were fifty-two important institutions teaching 
 engineering. The review of the type of work then done was taken into account in 
 the development of the higher Technical Schools of Germany ; and, as a matter of fact, 
 a feature of German and American Technical Education is the rapid reaction of one on 
 the other. Americans make educational trips to Germany, and, conversely, Germans 
 similarly visit America. 
 
 In providing a systematic general course of business and commercial training 
 for its youths, the people of the United States of America again come very close to the 
 high standards reached in Germany. Nothing in the way of "specialisation" is 
 attempted in the Grammar Schools (Public Schools) of the States, but the pupil, on 
 being transferred to the High School, has a choice of courses, of which one includes 
 Commercial subjects. Every town of any importance has its High School, which may 
 be either a purely classical institution, preparing its pupils for the College or the 
 University ; or, as is more frequently the case, a school with both modern and classical 
 sides, insisting on a certain obligatory course, but allowing its pupils otherwise to 
 choose their own subjects. In the High Schools with elective courses the equipment in 
 the Commercial and Scientific Courses is very superior. Indeed, there is wanting little 
 in the United States scheme to render "specialised " education little short of perfection. 
 
 Technical Education in America. Summary. 
 
 In conclusion, it is well to dwell for a moment on the distinctive points of 
 Technical Education in America. The Manual Training High School, or Technical 
 High School, which plays so important a part in American industrial life, is a Day 
 Institution provided by the people of the United States for such of their boys and girls 
 as can attend a four years' course of specialised study, between the ages of fourteen and 
 eighteen years, and following on the completion of the ordinary Primary Course. The 
 American people are so thoroughly awake to the advantage of this additional period of 
 instruction, that the Manual Training High Schools are all well and even enthusiastically 
 
44 TECHNICAL EDUCATION. 
 
 attended. Neither the American parent nor the American pupil regards education as 
 un fait accompli at the immature age of fourteen years. In the United States it is 
 universally felt that a better educational equipment for the battle of life is necessary 
 than that which is, unfortunately, regarded as sufficient for his English, and (we are 
 sorry to bz compelled to admit) his Australian cousin. The American, perhaps, more 
 than, b:it a.", lea^t equally with th2 German, i3 keenly conscious of the valu; of trained 
 and educated brains. No matter how small may be the measure of his natural capacity, 
 the American sacrifices everything of meaner worth in order to polish it, to specialise 
 it, and to gain from the educational lapidary all the super-attractive value which the 
 cut gem has over the rough diamond intrinsically valuable, perhaps, but unmarket- 
 able on account of unseen facets, and a lustre unsuspected because unrevealed. Never- 
 theless, it must not be supposed that the curriculum is necessarily narrow and squint- 
 eyed ; that it sacrifices everything for a single aim, which would unquestionably mean 
 the disturbance of social and civic equilibrium in the individual student. It is not so 
 by any manner of means. There can, of course, be no question that the teaching in 
 the Technical High Schools is, and was meant to be, in at least the more advanced 
 classes, a preparation for industrial pursuits ; yet it is also true that a very broad 
 training is afforded on the literary side. The curriculum of these schools is opposed 
 absolutely to any cramping or narrowing process, and is utterly antagonistic to a 
 preparation along merely mechanical lines. It is quite sufficient to instance, in contro- 
 version of such an idea, the provision made for the instruction of classes in English, 
 French, Mathematics, and in Science generally courses which are common in all the 
 schools ; German and Spanish are occasional subjects ; while all the institutions have 
 the ordinary courses in Drawing, Workshop Instruction, &c. ; and certain others 
 provide courses for girls in Art and in Domestic Service, and Commercial Classes for 
 both sexes. Referring specifically to this aspect of the instruction provided by the 
 Philadelphia Manual Training High School, the Chairman said, " It is not the purpose 
 of this School to produce mechanics any more than it is to produce any other class of 
 specialists. What it aims to do is to surround boys with the realities of life in both 
 thoughts and things, and to fit them more closely to their environment. It is a system 
 of education which is perfectly general in character, and which is recommended with 
 the same confidence to the future student of the humanities as to the prospective 
 worker in force and matter." 
 
 The Canadian Commissioner was no less seized with the practical aspect of the 
 educational problem. When he returned home to the great Dominion, he specially 
 recommended, " That, in view of the importance of Domestic Science and Art, and of 
 Manual Training with its Technical extensions, the Legislature should for a time 
 stimulate their introduction by a special grant, proportioned in each case by the 
 magnitude of the undertaking, and limited only by its liberality and a due regard for 
 other Departments." 
 
A GENERAL VIEW OF THE SUBJECT. 45 
 
 John Seath, Esq., B.A., High School Inspector of Ontario, Canada, compiled 
 a Report on Manual Training as it was imparted to students in the schools of the 
 United States. This Report contained also suggestions regarding changes in the 
 course of study in the High Schools of Ontario. Among other highly important and 
 interesting passages occurs the following reference to the introduction and maintenance 
 of the Manual Training High School : 
 
 " All this has not been accomplished without much effort and a large 
 expenditure of public money, especially in the High Schools. Local sentiment, 
 however, still varies from strong advocacy to antagonism, and, although in 
 Massachusetts the general feeling has expressed itself in legislation as being 
 favourable, the work of educating the people has still to go on even in this 
 enlightened Commonwealth. It is well to note here that, while the Labour 
 Unions still look askance upon Trade Schools, they are invariably favourable to 
 Manual Training. As an illustration, I may record the fact that the last Annual 
 Report of the Illinois Bureau of Labour Statistics recommends the passage cf a 
 law favouring the compulsory establishment of Kindergarten in towns of 5,000 
 inhabitants or over. In cities of over 20,000 people it recommends Manual 
 Training Schools, and also suggests that provision be made for the training of 
 Kindergarten and Manual Training teachers in all the State Normal Schools. 
 A Bill based on these recommendations, and including Domestic Art, has just 
 been introduced into the Legislatures. Still further, under date of 24th January, 
 I find that the Building Trades Council and the Bricklayers' Labour Union of 
 Chicago have petitioned the Board of Education to have their apprentices take 
 Technical Training at the English High and Manual Training School of that 
 City. This is also suggestive to Ontario." 
 
 This shrewd observation of Mr. Seath emphasises, if that indeed were necessary, 
 the enthusiastic readiness and warm-blooded willingness of the American people to 
 support these Manual Training Schools, even under circumstances and conditions (as 
 vide the Bricklayers' Labour Union of Chicago), which would in Australia arouse only 
 intense suspicion and distrust in our own Trades Hall circles. 
 
 Mr. Inspector Seath, of Canada, was particularly interested in the working of 
 the Manual Training Department at the High School, Lynn, near Boston. He found 
 the instruction keenly practical. For instance, matters dealing with forestry were 
 touched upon, just so far as they could be taken in conjunction with the course in 
 wood. He noted, moreover, as a peculiarity of the school, the fact that the teachers of 
 Manual Training took a share in the academic work in the High School proper, in 
 English and Mathematics. Mr. Seath's opinion of the real value cf these schools is 
 very high. He writes : 
 
 " As I have already said, these Schools are not regarded as Trade Schools 
 either by their staffs or by the public, and I seldom heard the education they 
 
46 TECHNICAL EDUCATION. 
 
 give described as Technical. Both terms seem to be studiously avoided in this 
 connection. It is always held that the Schools have as much claim to be 
 considered educational as have the English or the Latin High Schools. They 
 specialise in Manual Training ; the English and the Latin Schools in English 
 and the languages. Indeed, it is maintained that the Manual Training Schools 
 are more important educationally than are the other two classes of High Schools, 
 for they educate the whole nature, the creative as well as the acquisitive powers. 
 It is not, however, denied that in the later years of the work the courses are a 
 direct preparation for the industrial pursuits, but it is pointed out that the courses 
 in the other Schools are a direct preparation for the professions, and that the 
 industrial arts have at least an equal right to consideration. Some of the Manual 
 Training Schools, as for example, those in Providence and New Haven, may fairly 
 be described as lower grade Technical Schools ; they emphasise the industrial 
 aspect more than some of the others. Such schools supply a demand which the 
 decline of the apprentice system and the marvellous progress of industry have of 
 late years developed in the United States for Technical Training of a grade below 
 that of the Schools of Technology. They prepare young men whose funds and 
 time are limited, for positions as designers, draughtsmen, and superior workmen, 
 many of whom eventually become foremen and managers ; and with the education 
 they give, a man of ability may rise to any position in industrial life ; not 
 all a man's education is obtained at School or College. It is, I should think, 
 exceedingly probable that the Manual Training High School will develop more 
 and more in this direction, especially in the smaller cities, where limited financial 
 support will prevent a more complete subdivision of educational labour." 
 Mr. Seath proceeds to point out that an examination of the records of 700 or 
 more of one of these institutions shows that 70 per cent, of its former students were 
 engaged in pursuits in which was required a high order of intelligence, with skill of 
 hand in dealing with force and matter. Already a large number of former students 
 occupied positions of trust and responsibility as superintendents, managers, and 
 foremen. These schools fostered also a desire for the higher learning. This was 
 shown by the fact that twenty per cent, of the graduates became students in the 
 Colleges, Universities, and Higher Technical Schools. Yet again, many of the 
 students go into kindred commercial occupations (such as hardware stores, &c.), or 
 become dentists, doctors, or lawyers. This, indeed, should be emphatic evidence of the 
 great advantage to the student of this hand and eye training, together with a general 
 acquaintance with industrial pursuits. Mr. Seath considers that the resulting sympathy 
 with labour and respect for its achievements are not among the least of the recommenda- 
 tions of such courses for those whose occupations are of a more literary character. 
 
 The American educational system is flexible. It is adaptative to local needs, 
 and it is responsive to local conditions. Australia is more than superficially a repro- 
 
A GENERAL VIEW OF THE SUBJECT. 47 
 
 duction of America in its attitude of exploitation of a practically virgin Continent. It 
 took the United States long and weary years to throw off the shackles of Old World 
 conditionings, and Australia is similarly handicapped by the hampering traditions of 
 an unadjustable past. The American, however, ultimately found out what he wanted, 
 and the immediate measure of a manageable modicum of education which he could 
 wield to the conquest of force and matter sufficed him until he had time for a more 
 thorough culture of his latent mental powers. The Manual Training School, and the 
 Manual Training Department of the High School gave the practical American the 
 very Archimedean lever with which he was confident he could lift the universe of 
 material use and want. The American has the weighing, calculating eye to perceive, 
 and to perceive with justice, that a good practical, efficient, usable education is a 
 national asset, and he computes it as such ; and, what is more, his children are as 
 keenly wide awake to this fact as he is. The Australian schoolboy who has not learnt 
 the use of his hands is on the wrong educational highway, and his parents are no less 
 befogged, inasmuch as they have not yet made this highly important discovery. 
 
 The Chairman of the Board of Public Education, Philadelphia, in presenting 
 his Seventeenth Annual Report in 1902, put the whole question in a nutshell. He 
 said : 
 
 "The institution has achieved the reputation of being one of the best 
 exponents of the modern educational movement. The Manual Training School 
 was the logical outcome of the demand for that kind of training by which young 
 men could be put in closer touch with the needs of the present day. The 
 inadequacy of the ordinary High School methods in preparing boys for life's 
 problems was keenly felt long before the educational value of tool instruction 
 was known. The opening up of new fields of employment by the development 
 of new improvements, the immense strides in the modes of travel, the rapidity of 
 the transmission of news, the revolutionising of the methods of the manufactures 
 by improved machinery, the various uses to which electricity alone could be 
 put, called for a class of young men educated not only along academic lines, but 
 who were also trained to put ideas into concrete results. It was felt that if 
 useful men were needed useful means should be employed for their training. 
 ' To bring Thought and Labour together; to make the Thinker a Worker and 
 the Worker a Thinker' was the problem to be solved by the founders of the 
 movement, and the results have duly justified the wisdom of the experiment. 
 . . . The object of a Manual Training School is the education of all the 
 faculties, and not the training of any special group. The boy is trained 
 aesthetically, mentally, and physically. . . . The School shall help each 
 pupil to enter upon his advanced or special training with the best economy of 
 time, and with a clear conception of his fitting occupation. It should be 
 borne in mind that a Manual Training School is not a Trade School. The 
 
48 TECHNICAL EDUCATION. 
 
 name, unfortunately, is misleading. ... It is, however, a name so 
 firmly rooted in the School nomenclature of the United States that it would, 
 perhaps, be unwise to attempt to eradicate it. It onlv remains to give the name 
 a broader meaning, and to associate with it in the public mind the full scheme 
 of High School culture of which it forms a part." 
 
 Benefactions, 
 
 Apart from the type of school we have just been considering, the State has its 
 Continuation School (also free), and to many of the academic State High Schools a 
 Commercial Department is likewise attached. Indeed, it is no uncommon occurrence, 
 in travelling through the United States, to find an academic High School, a Technical 
 High School, and a Trades Continuation School all in one town and all well attended. 
 
 Reference has, by the way, already been made to the endowment of the James 
 Lick Trade School in San Francisco. In somewhat similar fashion the affiliated 
 institution of Industrial Arts was founded by J. C. Wilmerding in the beginning of 
 the year 1901. He provided in his last will and testament for the bequeathal of a sum 
 of 400,000 dollars " to establish and maintain a school to be called ' The Wilmerding 
 School of Industrial Arts,' to teach boys trades, fitting them to make a living with 
 their hands, with little study and plenty of work." 
 
 A word of interpolation : Mr. Seath, in the highly valuable Report on Education 
 in the United States which he made to his State Government, mentions that, while the 
 Labour Unions looked coldly on the Trades Schools, they invariably favoured Manual 
 Training. However, the New South Wales Commissioner, while in San Francisco, 
 was particularly careful to ascertain the feeling that existed in that City among Labour 
 Organisations with regard to the plan of instruction adopted by the two independent 
 trusts controlling the Lick and Wilmerding Trades Schools. In the first place, he 
 found that the popularity of the schools was unquestionable. An attendance of nearly 
 700 students amply attests the hold they have upon the people. In the next place, the 
 schools have reached the class of students with whom the benefactors were in truest 
 sympathy. The students of both schools, on the completion of their full course, are 
 rated as tradesmen ; and the courteous Principal (George A. Merrill, Esq., B.S.) states 
 that not only is there no friction between the Labour Unions and the Governors, but 
 that the former give their support and patronage to both of the Schools. 
 
 Bequests and benefactions are a vehement and pleasantly insistent feature of 
 America's educational history. As Sir William H. Preece, K.C.B., F.R.S., remarked, 
 when addressing the British Royal Society of Arts on the i ith April, 1907 : 
 
 " In America it is not so much by legacy that wealth is bestowed as by the 
 
 living millionaire, who, perhaps, derives the greatest joy and satisfaction from 
 
 his munificence, in distributing his surplus wealth for the good of others." 
 
A GENERAL VIEW OF THE SUBJECT. 49 
 
 In an appreciative sketch of Mr. Andrew Carnegie, which appeared the other 
 day in one of the journals devoted to Technical Education, occurred this passage : 
 
 "The American has always been impressed with the idea that education is 
 essential to the development of a nation. Land grants were instituted by 
 Congress in 1786 for the maintenance of schools and of a literary institution 
 established by the State. The Great Land Grant Act (Morrell) in 1862, 
 apportioned 13,000,000 acres for this purpose, so that each State should found at 
 least one college where the leading object shall be, without excluding other 
 scientific and classical studies, and including military tactics, to teach such 
 branches of learning as are related to agriculture and the mechanic arts . 
 in order to promote the liberal education of the industrial classes. The Federal 
 Government in 1890, allotted ,5,000 a year to each State for this purpose. 
 
 " The total grants of land up to 1900 by the Federal Government were for 
 Schools ... ... ... ... ... 67,893,919 acres. 
 
 Colleges and Universities ... ... ... 10,765,520 acres. 
 
 78,659,439 acres, 
 and in addition 50,000,000 dollars in money. 
 
 " Fortunately for Americans, education has been kept outside politics, and it 
 is not as with us the shuttlecock of party. It is recognised as their greatest 
 national asset, and every citizen regards it as his duty to contribute to its 
 promotion." 
 
 Again, Dr. Walmsley asserts, in support of Sir William Preece, "The American 
 nation, from its inception, saw that its chief asset was education, and ever since then 
 they have been educating." 
 
 Australians have, unfortunately, not yet awakened to the splendour and value of 
 education as a national asset, though some have responded very nobly to its appeal. 
 The great bulk of our citizens did not, however, incubate the great American con- 
 ception as to the true meaning of a mighty system of national education such a 
 system as has made Germany, and placed America on a pedestal no less imperial in 
 its significance. 
 
 Technical Education in Great Britain. 
 
 In " Cassier's Magazine" for November, 1902 (a periodical already referred to 
 in another portion of this monograph), appeared an article by F. Barter a Member of 
 the Institute of Naval Architects on the Apprenticeship System in the British Royal 
 Dockyards. In beginning this article, Mr. Barter wrote : 
 
 "The alleged decline of industrial supremacy has in recent years engaged 
 
 the anxious attention of the people of Great Britain, and her foreign competitors 
 
 have derived considerable satisfaction from the existence of such a belief. 
 
 Two reasons have been persistently advanced as mainly contributory to this 
 
 D 
 
50 TECHNICAL EDUCATION. 
 
 state of affairs, namely, the evil influences of misguided Trades-unionism and 
 the faulty methods practised in educating the workers in Technical matters, 
 perhaps it would have been more correct to say, the absence of any method at all." 
 Mr. Barter then proceeds to point out in the clearest possible terms what may 
 be called the natural limitations of an apprenticeship to a business firm. His remarks 
 are well worthy serious consideration. He wrote as follows : 
 
 " In the private shipyard or engineering works the apprentice is regarded by 
 his employers mainly in the light of a profit producer, and in return for his 
 services as such he is permitted to learn the business up to the point of making a 
 workman of himself. In the Royal Dockyard, on the other hand, the apprentice 
 is regarded in the light of a student as well as a ' trade ' apprentice, and he is 
 educated by the Government in both senses. Practically unlimited facilities are 
 afforded him for the acquisition of the most useful education obtainable 
 scholastic as well as technical the object and hope of the Admiralty being, of 
 course, that they will be able to retain in their service those who have benefited 
 most by such facilities." 
 
 Mr. Barter emphasises the fact that the additional advantages enjoyed by what 
 are called "premium apprentices" in private establishments are usually of a merely 
 departmental character ; the lads go through the various departments, but are 
 practically left to their own resources as regards educational study. The apprenticeship 
 in the Royal Dockyards involves no premium, but merely the passing of a medical 
 examination and a pass-certificate in the following subjects (the first three of which are 
 compulsory, and the remainder theoretically optional), namely : Arithmetic as taught 
 in the Public Schools, cube-root excepted ; Orthography, embracing two selected 
 pieces of Dictation to be written in a given time ; Writing a paragraph containing a 
 tabular statement of statistics ; Geography of the world, with especial regard to Great 
 Britain and her Colonies ; English, analysis, syntax, etymology, &c. ; English 
 Composition to the extent of moderate proficiency ; Algebra up to and inclusive of 
 simultaneous and quadratic equations ; and Geometry Books I to III of Euclid, with 
 deductions. 
 
 Evening classes are conducted by the Chief Draftsman in the Dockyards 
 Drawing Office, attendance being optional. A year's attendance gives a right to 
 selection for six months' day-instruction in the Drawing Offices, and apprentices with 
 particular aptitude are often specially retained in the Drawing Office "borne out on 
 drawing duties." They receive appointments when vacancies occur, after passing a 
 competitive examination in practical and theoretical Naval Architecture. This applies 
 to the Shipbuilding Department, but the Engineering Department follows the same 
 course. 
 
 Each division attends school for two afternoons and evenings a week for general 
 study, and one evening for Science Lectures and Laboratory Practice, the Admiralty 
 
A GENERAL VIEW OF THE SUBJECT. 51 
 
 supplying the text-books. The apprentices of the first and second years constitute 
 the lower division, and those of the third and fourth years the upper division. 
 Examinations are held every six months, and last from three to six days. Indolent 
 apprentices and those who do not attain forty per cent, of marks are not allowed 
 to continue. The subjects are as follow : Lower Division, first and second year : 
 Arithmetic and Mensuration, Algebra, Geometry (Euclid's Books I to VI, XI, XII, 
 with deductions), Trigonometry, Statics and Hydrostatics, Physics (Light, Heat, 
 Magnetism, and Electricity), Chemistry, French (optional), Geography and English 
 History. 
 
 The subjects set for the examination of the Upper Division (third and fourth 
 year) are : Statics, Hydrostatics and Hydraulics, Dynamics, Applied Mechanics, 
 Higher Algebra and Trigonometry and Elementary Conic Sections, Differential and 
 Integral Calculus and Conic Sections, Descriptive Geometry (or Mechanism), Physics 
 (Light, Heat, Magnetism, and Electricity), Chemistry, and Naval Architecture (or 
 Engineering). The subjects set for the final examination, at the end of the fifth year's 
 course, are: A general paper in Elementary Mathematics and Mensuration, Statics, 
 Hydrostatics and Hydraulics, Dynamics, Chemistry, Physics (a) Heat and Light, 
 (3) Magnetism and Electricity, Applied Mechanics and Graphical Statics, Descriptive 
 Geometry, Advanced Algebra and Trigonometry, Conic Sections and Differential and 
 Integral Calculus, Practical Physics, Heat, Combustion, and Metallurgy, Practical 
 Shipbuilding, Ship-yard Machinery, Practice and Appliances, Ship Drawing, Laying- 
 off, and Mould Practice. In the place of Descriptive Geometry, and the last five 
 subjects of this list, Engineering Students take the theory of Mechanism and Machinery, 
 Steam and the Steam Engine, Practical Engineering, Workshop Appliances and 
 Practice, Mechanical Drawing, and the Designing of Machinery. 
 
 A testimony of interest is that "most lads of ordinary intelligence will learn more 
 of their business during the fifth and sixth years than during their first, second, third, and 
 fourth years put together." Note well that these are absolutely the years of technical 
 study. 
 
 It is said that " the private shipbuilding and engineering establishments of Great 
 Britain, speaking generally, take little interest in the technical education of their 
 apprentices," and that they " cannot be expected .... to put themselves to the 
 expense of educating their apprentices as thoroughly as the Admiralty does," and, 
 further, Mr. Barter says : 
 
 "There is no doubt that much of the existing pessimism as to the loss of 
 commercial prestige with which Great Britain seems to be threatened would be 
 removed if shipbuilders and engineers would take more interest in the intellectual 
 welfare of their apprentices ; or, for that matter, their employees generally. 
 When this happens employers will find it as much to their profit as to their 
 credit." ? 
 
52 TECHNICAL EDUCATION. 
 
 Nevertheless, there are signs of redemption. In the month of July, 1900, the 
 Technical Instruction Committee of the Corporation of Manchester issued a pamphlet 
 on the scholarship scheme of Messrs. S. Z. Ferranti, Limited, Electrical Engineers, of 
 Hollinwood, near Oldham, and this movement expresses merely a growing recognition 
 of the necessity of genuinely thorough Technical Education. 
 
 The following extract from the pamphlet, which is from the pen of F. 
 Brocklehurst, M.A., indicates the scheme : 
 
 " In the first instance, the firm undertakes to move selected apprentices 
 from one department to another in their works, including the drawing room. 
 The selection of these apprentices is to depend upon their success at Evening 
 Classes, combined with the recommendation for attention and steady work given 
 by their foremen. In the second instance, Messrs, de Ferranti offer for com- 
 petition amongst their most capable apprentices a Day Scholarship at the Man- 
 chester Municipal Technical School. This will be awarded to the apprentice 
 who, being not more than 19 years of age, obtains the highest position in the 
 Science and Art examinations of any given year, in a selected number of 
 subjects which are of importance to the adequate theoretical training of an 
 engineer. The fees of the scholar whilst in the Day Engineering Department 
 of the Municipal Technical School will be paid by the firm, and they will also 
 pay him his wages at the standard rate corresponding to his age. His continued 
 enjoyment of the scholarship will depend upon satisfactory weekly reports of 
 progress, and with the purpose of maintaining his close touch with his trade, the 
 apprentice scholar will be required to work in the shop on all occasions of school 
 holidays which are not works holidays. . . . Such are the main outlines of 
 a scheme which, if it were universally adopted by employers, would, I make bold 
 to say, completely revolutionise the relations between Capital and Labour, 
 educate and elevate the character of the entire working-class population, and 
 transform and modernise our methods of industrial production." 
 It is to be noted that the Technical Schools accomplish what the modern apprenticeship 
 system fails to accomplish, namely, they entile mm to discharge the far larger range of 
 duties demanded in modern indnstrial activity. 
 
 In this connection may be mentioned the action of Messrs. William Denny and 
 Brothers, Shipbuilders, Dumbarton. They refuse premiums, preferring apprentices 
 with brains rather than those with money. The Evening Classes in Science and Art at 
 Dumbarton are largely subsidised by this firm, and apprentices are encouraged to 
 attend, the fees being merely nominal. 
 
 A splendid feature of the new movement is the tendency to ask for higher 
 preliminary education. Mr. Brocklehurst writes : 
 
 " Messrs, de Ferranti are not alone in their endeavours to raise the mental 
 and moral efficiency of their apprentices.^ Messrs. B. and S. Massey, of 
 
A GENERAL VIEW OF THE SUBJECT. 53 
 
 Openshaw, are, I understand, willing to encourage the sons of workingmen to 
 stay at school until they are seventeen years of age, by offering to accept them 
 as apprentices at that period at the wage they would have obtained had they 
 begun at fifteen. They ask that the boy shall first of all possess a good general 
 education, and then gain a technical scholarship at the age of fifteen, which will 
 give him tree tuition at the Technical School, and an income of seven shillings 
 per week during the next two years. . . . Let me for the moment suggest 
 to employers the enormous powers they possess, and which, if exercised 
 intelligently, would effect beneficent and far-reaching changes in every 
 department of industry. Boys are plentiful in Manchester. Then why are 
 employers content with inferior material ? Let them insist upon an educational 
 standard for their apprentices, and parents will soon see that their children 
 conform to it. If, for example, a few of the leading firms of Manchester would 
 refuse to allow a lad to enter their warehouses who had not passed through a 
 Higher Elementary School, or attended technical instruction or commercial 
 classes, they would attract the best of the youthful talent in the City ; and the 
 other employers, growing dissatisfied with the inferior leavings of the big firms, 
 would also speedily adopt this educational standard." 
 
 In Great Britain it is recognised that it will take much strenuous effort over a 
 long period to bring Technical Education methods up to the European standard ; and 
 it is the vivid recognition of this fact which makes such men as Lord Rosebery and 
 Dr. R. B. Haldane, among others of light and learning, refer to Britain's national 
 attitude towards education in language which savours almost of the alarmist type. 
 Moreover, responsible committees are no less disquieting in their utterances. 
 
 Sir William H. Preece, K.C.B., F.R.S., maintains, moreover, that there is 
 no cause for pessimism. At the Eighteenth Ordinary Meeting of the British Royal 
 vSociety of Arts this gentleman delivered an address on "Technical Education in 
 America," in which he dealt at length on the inspiring example placed before the 
 world by the establishment of the Technical Schools of the Carnegie Institute of 
 Pittsburgh, which \vere founded on the i5th November, 1900, and opened on the 
 nth April, 1907. The Institute began as a Library in 1892, with a gift of a million 
 dollars (^207,500) from Mr. Carnegie, supplemented by another million dollars in 
 1895, and by subsequent donations which have now amounted to twenty million 
 dollars (,4,015,000). Thus has the full, fine, and free enjoyment of Literature, 
 Art, Music, and Science been placed within the unfettered reach of every citizen of 
 Pittsburgh by one man's noble generosity and gloriously imperial beneficence. 
 
 In dealing with the condition of Technical Education in Great Britain, Sir 
 William Preece remarked that it was remarkable that the British press gloried in 
 bewailing an imaginary backwardness in its own country, and that this national 
 depreciation was heard even within the walls of Westminster Palace. But, declared 
 
54 
 
 TECHNICAL EDUCATION. 
 
 Sir William, Englishmen had no reason to deplore the slow progress of Technology 
 among themselves and their countrymen. It had certainly not been so liberal or so 
 wide-reaching as in America, but the British Government and Municipal Authorities 
 had been by no means niggardly all over the country. Indeed, the Government 
 allocated about ,1,000,000 per annum of the drink-taxes for this very purpose. 
 " But," emphasised Sir William, " our complaint is that the wealth of our fortunate 
 citizens does not flow freely in the direction of educational endowments. Notwith- 
 standing persistent, and sometimes undignified begging, our ancient Universities 
 themselves are sadly checked in modern progress by the want of funds and of 
 patriotism in their alumni." 
 
 " It is," continued Sir William, " extremely difficult to obtain accurate statistics 
 to determine the relative amounts of the immense sums of money bequeathed and 
 contributed to religion, charity, hospitals, and Education in the United Kingdom. In 
 London alone it was over ^10,000,000 in 1906, but of this only .123,000 was allocated 
 to Education. The total amount over the whole country must have exceeded 
 ^50,000,000, and of this probably only one per cent, was devoted to Education ! 
 Distribution of wealth is much a matter of fashion, and for some unaccountable reason 
 Education is tabooed. Very recently Cambridge and Manchester have benefited 
 largely, but this was accidental in the one case, and only a fraction of the immense 
 sums left by Mrs. Rylands in the second case. In America it is not so much by legacy 
 that wealth is bestowed, as by the living millionaire, who, perhaps, derives the greatest 
 joy and satisfaction from his munificence in distributing his surplus wealth for the good 
 of others." 
 
 A writer in the "Journal of the Royal Society of Arts," commenting (in the 
 issue of the loth April, 1908) on the difference between the different measure of 
 encouragement bestowed on Education by Great Britain and the United States of 
 America remarks : 
 
 " Each State makes large appropriations for Schools and Universities, and 
 most of the Universities obtain about 500,000 dollars (.103,750) per annum 
 each. There are about 17,000 paid professors, lecturers, and teachers in the 
 
 United States Canada is as liberal, and follows its neighbour and 
 
 not its Mother-country, in this policy and fashion. The munificence of the 
 millionaire has not been confined to the United States. Canada has her 
 Strathcona, Mount Stephen, Redpath, Molson, and Macdonald." 
 
 And, we might add, with simple justice, Australia has her Sir George Grey, John 
 Henry Challis, Sir Samuel Wilson, Mrs. William Hilton Hovell (widow of the famous 
 Explorer of 1824-5), Solomon Levy, Thomas Barker, Sir Edward Ocas-Thomson, 
 Thomas Fisher, Sir William Macleay, Peter Nicol Russell, Sir Richard Dry, Sir 
 Thomas Elder, Henry Tolman Dwight, Godfrey Howitt, Francis Ormonde, and Hugh 
 Dixson. 
 
A GENERAL VIEW OF THE SUBJECT. 55 
 
 The writer in the "Journal of the Royal Society of Arts " is far more pessimistic 
 than Sir William Preece, who is mainly concerned that the educational endowments 
 are so insignificant as compared with those bequeathed to charity, to the Church, and 
 to hospitals, and who records his attitude as being, not opposed to hospitals, &c., 
 receiving eleemosynary grants, but as objecting to only one per cent, going to 
 Education, while 99 per cent, went to other purposes. The writer in the " Journal of 
 the Royal Society of Arts," on the other hand, takes a view of popular and Technical 
 Education in England which is well nigh alarmist. He extols the United States and 
 Canada to the skies. He shows that Sir W. C. Macdonald has spent over ^2, 000,000 
 upon the McGill University alone in the development of its scientific and agricultural 
 departments. America he regards as the first of all the nations of the world in its 
 encouragement of Technical Education. He writes : 
 
 " A smart boy in America can get his education practically given free up to 
 twenty-two years of age. There is everywhere co-education. There is no 
 residential system at the Universities. Accredited pupils can pass from the 
 High Schools to the University without an entrance examination. There is a 
 close and almost organic connection between academic and industrial life. 
 Culture is not neglected as with us. Teachers are actively engaged in the 
 practice of their professions. We do this in our Medical Schools only. Why 
 should not the same be done in our Technical Schools? We have much to 
 learn from American practice. 
 
 "A careful consideration of American practice develops some serious 
 defects in our General Educational System. 
 
 " i. Children are removed too early from school. The limit here [in Great 
 Britain] is eleven years, while in France and America it is thirteen, and in 
 Switzerland fourteen. 
 
 " 2. Science as a brain-trainer is not encouraged enough, and no effort is 
 made to introduce it in our Primary Schools. 
 
 "3. There are too many academic traditions at home. Our ancient seats 
 of learning want to be thoroughly shaken up, and a new race of teachers intro- 
 duced. Exclusive cliquism has had its day. 
 
 ' ' 4. Our Technical Schools are not sufficiently supported by our employers, and 
 trained graduates are not welcomed in our -works. 
 
 " 5. We want the fourth year for Technical Training and for Specialisation. 
 At the end of the third year the student should know something of everything, 
 but in his fourth year he should learn everything of something that is essential 
 to his life-work. 
 
 "6. The Premium System is very restrictive. There are many exceptions, 
 and the frequent intercourse with America is tending to the importation of 
 American ideas. Head, Wrightson and Company's Bridge Works in Darling- 
 
56 TECHNICAL EDUCATION. 
 
 ton, and Allen's Engine Works In Bedford are very marked departures from the 
 traditional British workshop. The latter firm has attached to its shops a 
 collegiate course of training in Technology." 
 
 " No action of any association in promoting scientific training in this 
 country has been more far-reaching than that of the Institution of Civil 
 Engineers, which organised a much-considered scheme of qualifying examina- 
 tions for admission into the Institution, and for promotion in its grades. I am 
 glad to say that I took an active part in originating this movement, and it was 
 the warm support of Sir John Wolfe Barry, and the spirited lead of Sir William 
 White, that has brought it to a successful conclusion. 
 
 " Mere academic degrees are not alone sufficient to qualify an engineer to 
 practise he must have the credentials of actual experience. This is conveyed in 
 the indications of corporate membership of the recognised Engineering Institu- 
 tions of this country. The diploma of an engineer can be acquired only by 
 practice and experience, and the admission to the Institution of Civil Engineers 
 is now a diploma that no college or university can bestow. 
 
 "Thus, the effects of Technical Education are to protect the public, to 
 economise labour, to prevent waste of material, and to apply the great principles 
 of Nature, so as to give the greatest number the greatest happiness, comfort, and 
 wealth." 
 
 In the foregoing, stress is laid on the tender age at which the English boy leaves 
 school. This point is dwelt on at great length and much insistence by M. E. Sadler, 
 M.A., in his " Continuation Schools in England and Elsewhere." He says : 
 
 " In the United States far less has hitherto been done in the way of evening 
 classes than in Great Britain or in France. This is partly compensated for by 
 the fact that, in the more Progressive States, the mass of children remain at the 
 Elementary Day School a year longer than is still the case in France or in 
 England and Wales. But in the great cities of the Eastern States, and 
 especially in Massachusetts, the waste of mental and moral power caused by 
 lack of suitable training during adolescence is now recognised as a grave evil 
 which impairs the social welfare of the community and threatens its industrial 
 efficiency." 
 
 Sadler considers that the time has arrived when the national minimum of the 
 school age should be raised. In the course of every year more than half a million 
 children in England and Wales leave the Public Elementary Schools at thirteen or 
 fourteen years of age. Not more than one out of every three of these children receives, 
 in point of general or Technical Education, any further systematic care. Yet those 
 who fail to receive such care, are, broadly speaking, those who need it most. And the 
 years which immediately follow the day school are the critical years of adolescence 
 when stimulating instruction, technical training and well directed guidance in matters 
 
A GENERAL VIEW OF THE SUBJECT. 57 
 
 of conduct and personal hygiene are often most needed and, if wisely given, most 
 
 helpful towards healthy living and self-control. Those whose work lies among boys 
 
 and girls of this age, continues Sadler, especially in cities, lament the spoiling of 
 
 promise and the waste of power which they see caused by lack of tendance and of 
 
 invigorating discipline. Some economic changes have increased the mischief. It has 
 
 never been so easy, as it is in England to-day, for a boy of thirteen or fourteen to find 
 
 some kind of virtually unskilled work involving long hours of deteriorating routine, in 
 
 which there is little mental or moral discipline, but for which are offered wages that for 
 
 the time seem high and flatter his sense of being independent of school discipline and 
 
 of home restraint. The work lasts for a few years and then leaves the lad at the very 
 
 time when he begins to want a man's subsistence, out of line for skilled employment, and 
 
 only too likely to recruit the dismal ranks of the unskilled labour. Certain forms of 
 
 industry, which make large use of boys and girls who have recently left the elementary 
 
 schools, are in part (except where the employers make special efforts to meet their 
 
 responsibilities) parasitic in character and get more than they ought, and more than 
 
 their promoters realise that they are getting, of the physical and moral capital of the 
 
 rising generation. Many callings connected with transport and communication, and 
 
 some branches of manufacture use juvenile unskilled labour to a degree which, if no 
 
 counteracting measures are taken, must cause grave and lasting injury to the national 
 
 life. And in this matter, great Government Departments are to blame. Sadler 
 
 applies this remark to a marked improvement in the administration of the Post Office. 
 
 He writes : 
 
 "Almost as these words are being written, an announcement was made 
 which encourages the hope that the Post Office will in future have more regard 
 for the further education of the boys in its service. The Times, of October the 
 igth, contained the following paragraph : 
 
 ' A problem which has long occupied the attention of those interested in 
 educational matters seems at last to have found a solution. Many of the best 
 lads attending the Elementary Schools throughout the country are attracted to 
 the Post Office messenger service, because the pay is good, the uniform is 
 smart, and the hours are regular. But, under present conditions, there is 
 scarcely a chance of a telegraph boy's obtaining a higher position in the Service, 
 since the postmen are recruited from the ranks of time-expired soldiers. The 
 consequence is that these lads must go out as pages, hall boys, and errand boys, 
 and later on obtain their living as best they can. Recently, with the approval 
 and assistance of the Brighton Municipal Technical College Committee, a 
 conference took place between the Principal of the College and the officials of 
 the Post Office in the town, when the position of the telegraph messenger was 
 discussed. The Postmaster undertook to see each messenger personally, and 
 ascertain from him if he would be willing, facilities being given, to apply 
 
58 TECHNICAL EDUCATION. 
 
 himself to some definite trade or suitable study during his two years at the 
 Post Office, and also to obtain the consent of his parents.' ' 
 
 According to the Times, the result of these interviews has been encouraging, a 
 large percentage of the telegraph messengers have enrolled their names and chosen 
 their subjects, among which may be specified such callings as Electrical Engineering, 
 General Engineering, Carpentry, Plumbing, Typewriting, Shorthand, the Civil 
 Service, &c. The Principal of the College submitted the scheme to his Committee, 
 who, having a sufficient number of free scholarships at the Technical College, decided 
 to present them to suitable Post Office messengers. The lads were to be kept under 
 strict supervision, and their hours of duty at the Post Office were to be so arranged 
 that regularity of attendance would be ensured. The Postmaster was to receive 
 monthly reports as to the progress and conduct of the students, and prizes were offered 
 for competition at the end of the session. It was suggested that Municipalities 
 throughout the Kingdom should utilise their various Technical Schools for the same 
 object, with the support of the various Postmasters. It was also suggested that in 
 future telegraph messengers should be engaged only upon the condition that Technical 
 Education should be compulsory during the two years that the boys are required, and 
 that facilities be made for their attendance at the classes. The Postmaster at Stockport, 
 by the way, had already taken action in the same matter some time before, and it was 
 confidently expected that similar efforts would be made in other towns throughout the 
 United Kingdom. 
 
 M. E. Sadler echoes the general opinion concerning European as contrasted 
 with British Education. He writes : 
 
 " It is in Germany that the most systematic and (so far as can at present be 
 judged) the most successful efforts have been made to grapple with the question 
 of the further training of boys and girls who have completed the course at the 
 Elementary Day School. After Germany, stands Switzerland. In Denmark 
 more work has been done than in any other country to kindle national ideals and 
 intelligent interest in co-operation among the country population." 
 Some critics find in the efficiency of the German workman simply evidence of 
 the educational value of compulsory military service. Thus Mrs. Birchenough, in the 
 Nineteenth Century : 
 
 " It was impossible to walk about the great 'shops' (I use the word, of 
 course, in its technical sense), filled with the busy throngs of men intent on their 
 daily toil, and not to be struck, first of all, with their great superiority of physique 
 and bearing to any similar collection of indoor workers at Home. It did not lie 
 only in the straight, upstanding figures, the finely-developed chests, and well- 
 carried heads which bore their obvious testimony to the results of military 
 training. . . . No abstract views on the sin of militarism or the desirability 
 of disarmament can affect the tangible results of development so plainly to be 
 
A GENERAL VIEW OF THE SUBJECT. 59 
 
 seen. Over and over again official results show that the amount of work 
 performed, and the individual efficiency of the workmen, varies in each State, 
 exactly in proportion to the stringency of its laws for the enforcement of military 
 service. Thus the German is more competent, and does a better day's work 
 than the Belgian worker, whose service is more often evaded, and is, in any 
 case, less thorough ; and so the scale varies in the different countries of Western 
 Europe." 
 
 This, of course, reads like a plea for conscription in Great Britain. The United 
 Kingdom has no system of compulsory military service, as we all know. But it is not, 
 therefore, industrially inefficient. Mrs. Birchenough is quite unconsciously (and, from 
 a superficial view-point, pardonably) illogical in assuming that the Briton is not a 
 sufficiently efficient workman because he is not a conscript, any more than the German 
 is a sufficiently efficient workman because he is a conscript. The German makes a 
 good soldier, because he is a well-drilled workman. Military service becomes, in the 
 hands of a German, only an extension of the principle of Technology. Moreover, 
 some educational critics aver that military training is hurtful to the German workman, 
 inasmuch as it robs him of the vital and resilient power of initiative. 
 
 In Denmark, France, and Great Britain, no effort has been spared by voluntary 
 workers and by many public authorities in the organisation of classes, lectures, clubs, 
 and institutions of all kinds for young people and adults. But in these countries 
 success has been greater in the case of older students than in the case of boys and girls 
 who have just left the Elementary Day School. It is at the very point at which work 
 in the Continuation Schools is really continuative of what the Elementary has begun 
 that the efforts of the British, like those of the French and Danish, have failed albeit 
 with some brilliant and fortunately increasing exceptions. In all civilised countries 
 the problem of Continuation Schools is, therefore, engaging public attention with a 
 clamant insistence; and everywhere along which expert educational thought is moving 
 three termini are indicated, namely : (i) the need for further limitation of the hours of 
 juvenile labour ; (2) the necessity of legislatively placing all employers, including 
 Government Departments, manufacturers, commercial firms, retail tradesmen, and 
 employers of young domestic servants, under statutory obligation to enable these 
 youthful workers of less than seventeen years of age, who are in their employment, to 
 attend classes of technical and general instruction for four hours a week, at such times 
 during specified days that the pupils may not be too tired to profit by the teaching ; 
 and (3) the obligation of increasing the efforts made by the State to encourage local 
 authorities and associations in organising (according to the needs of different localities 
 and of different callings), courses of instruction which will be practically useful to 
 young people of from fourteen to seventeen years of age, and so planned as to train 
 them for healthy living and for the duties of citizenship. This holds true of Australia, 
 as well as of all other civilised nations. 
 
6o TECHNICAL EDUCATION. 
 
 The first consideration instanced in the foregoing paragraph involves compulsory 
 attendance as to whether, as that eminent authority on Continuation Schools, M. E. 
 Sadler, puts it : 
 
 " It would be expedient to make attendance at Continuation Schools 
 compulsory in England, and, if so, during what years, whether for girls as well 
 as for boys, and whether in urban and rural districts alike, or only in those 
 areas (whether in town or country) in which the local education authority should 
 so decide." 
 
 In this connection it is noteworthy that the London County Council is making 
 its voice heard with no uncertain sound. The London Education Committee purpose 
 spending a million pounds sterling during the ensuing eighteen months on Elementary 
 and Secondary Schools ; and the London School Board has adopted the principles of 
 compulsory full attendance in the case of children up to fifteen years of age, and half- 
 time attendance from the age of fifteen years to that of eighteen. This regulation, as 
 might have been expected, has caused an outcry, because it is presumed that it will 
 cause a scarcity of office-boys and messengers. 
 
 Technical Education a National Necessity. 
 
 It is everywhere recognised that Technical Education is a national necessity ; 
 but it is a singular fact that while one great branch of the English-speaking peoples 
 (the American) makes large provision for securing this inestimable boon, the other 
 (comprising Great Britain herself and her South African and Australasian Colonies) 
 has not yet awakened to the full measure of its educational responsibilities. Technical 
 Education, in order to fulfil its function in any community, must meet the needs of all 
 classes of industrial workers and of those charged with the professional and scientific 
 control of the various energies and operations carried out by them. To provide 
 instruction for the training of the more numerous class namely, the workmen, 
 artisans, &c. is not sufficient ; training must extend to the highest planes of human 
 effort, and qualify for that guidance without which the actual labourer's efforts cannot 
 attain their destined end. This second class is, necessarily, relatively small in number, 
 but the education of its component units is of the very highest importance. In this 
 connection it must be remembered that in our productive activities we are in imperative 
 competition against all the civilised races of mankind, and our very existence as a nation 
 must ultimately depend upon the excellence and wise direction of our wealth-producing 
 powers and resources. From this point of view only can be glimpsed the tremendous 
 significance of General Education and the complementary value of Technical Education. 
 It is, moreover, necessary to remember that from the lower to the higher grades of 
 Technical development we are depending and dependent upon the preparation which 
 has already been made, or supposed to have been made, in the Kindergarten, and in 
 
A GENERAL VIEW OF THE SUBJECT. 61 
 
 the Primary, or in the Primary and Secondary Schools according to the age at which 
 the departure from General Education, and the taking up of the initial stages of 
 Technical Education, has been made. 
 
 The London County Council, deeply seized with the great significance and over- 
 whelming importance of this vitally national consideration, appointed, in connection 
 with its Board of Technical Education, a Sub-Committee to investigate the whole 
 question in relation to its application to Science and Industry. That Committee 
 brought forward evidence of calamitous loss of business and falling off in industrial 
 efficiency through national negligence of general and Technical Education. The Com- 
 mittee had the evidence of the ablest men in England to guide its work of investigation. 
 These men were familiar with Europe in every educational, industrial, and social aspect. 
 In many cases they were intimate with the leading members of the teaching staffs of 
 European Universities and European Technological Institutes. These men were also 
 linguists, and had come into verbal and personal contact with the educational experts 
 of Europe, and into close touch with European sentiment and tradition. Among such 
 high-class witnesses may be cited the following : J. W. Swan, F.R.S. (Electrical 
 Engineer, President of the Society of Chemical Industry) ; Sir Bernhard Samuelson, 
 Bart., F.R.S. ; Sir Henry Roscoe, F.R.S. (Vice-Chancellor of London University : 
 Emeritus Professor of Chemistry, Owens College, Manchester) ; Dr. Frank Clowes 
 (Chemist to the London County Council ; Emeritus Professor of Chemistry, University 
 College, Nottingham ; President of the Society of Chemical Industry) ; Professor James 
 Dewar, F.R.S. (Professor of Chemistry at the Royal Institution and Director of the 
 Davy-Faraday Research Laboratory ; President of the Society of Chemical Industry) ; 
 Dr. J. T. Merz (Chemical Manufacturer, Newcastle-upon-Tyne) ; Dr. W. H. Perkins, 
 F.R.S. ; Professor Sir William Ramsay, K.C.B., F.R.S. (Professor of Chemistry, 
 University College, London) ; Thomas Tyrer (Chemical Manufacturer, London : 
 President of the Society of Chemical Industry); Professor Mendola, F.R.S. (Professor 
 of Chemistry, Finsbury Technical College) ; George Beilby (Chemical Manufacturer, 
 Glasgow; President of the Society of Chemical Industry) ; Dr. T. E. Thorpe, C.B., 
 F.R.S. (Principal of the Government Laboratories, Foreign Secretary of the Royal 
 Society, formerly Professor of Chemistry, Royal College of Science ; President of the 
 Society of Chemical Industry) ; Professor W. E. Ayrton, F.R.S. (Professor of 
 Electrical Engineering, City and Guilds of London Central Technical College) ; 
 Professor H. E. Armstrong, F.R.S. (Professor of Chemistry at at the City and Guilds 
 of London Central Technical College) ; J. Levinstein (Manufacturer of Coal-tar 
 Products, Manchester ; President of the Society of Chemical Industry) ; Alexander 
 Siemens ; Hugh Bell (Ironmaster, Middlesborough) ; Principal Sir Arthur Rucker, 
 F.R.S. (Principal of London University); Herbert Jackson (Assistant Professor of 
 Chemistry, King's College, London) ; A. G. Green (Consulting Chemist, London) ; 
 and Dr. Gordon Parker (Principal of the Herold's Institute, Bermondsey) ; while. 
 
6a, TECHNICAL EDUCATION. 
 
 written reports also were received from Professor M. J. M. Hill, F.R.S. (Professor of 
 Pure Mathematics, University College, London) ; Professor Cormack (Professor of 
 Mechanical Engineering, University College, London) ; Professor Fleming, F.R.S. 
 (Professor of Electrical Engineering, University College, London) ; and Professor 
 Lunge (Professor of Chemistry, the Polytechnic, Zurich). 
 
 One of the witnesses, J. W. Swan, F.R.S., called attention to the state of 
 Technical Education in the following terms : 
 
 "One of the most pressing requirements of the moment, demanded not 
 only in the interests of chemical industry, but in that of our manufacturing 
 industries generally, is adequate endowment and encouragement of research. 
 Original scientific research is the fountain-head of new knowledge, the vital 
 stimulus of industrial growth, the originator of new industries and sustainer of 
 old. Bui, nationally, in the organisation of our educational and industrial system, 
 we give to scientific research no hospitality we barely pay it the respect of 
 recognition. . . . To remedy the existing defects, if you have power to 
 spend large sums of money on behalf of industries, you cannot do better than 
 spend it lavishly. The most pressing need is to help London with University 
 Education. Comparing our teaching with that in other countries with which we are 
 in rivalry, we stand nowhere. The Universities in America have recently received 
 ^13,000,000 sterling for education, and that has all been expended in building 
 and equipping institutions, and in endowments, thereby reducing the cost to 
 students. Similar advances have been made in Germany and France ; hence 
 the wonderful growth of industry abroad. England is doing comparatively little 
 in the way of education, and her trade is declining, whereas America is doing a 
 great deal, and her industries are flourishing. Education and success in industry 
 cannot be dissociated. We must repair the negligence of the past, or we must submit 
 to national decay." 
 Professor Cormack declared that : 
 
 "All branches of electrical industry depend for success and development on 
 scientifically-trained leaders. As an example of our (Great Britain's) unreadiness, 
 I would quote the progress of dynamo construction. Dr. John Hopkinson laid 
 down the principles of scientific design. America and Germany had men ready 
 to understand and apply them, with the result that we are now practically 'copying' 
 their methods and their models. In electric traction we are also behind, for similar 
 reasons." 
 Professor Fleming, F.R.S., put the matter very strongly when he says that : 
 
 " At University College, London, for instance, the present provision is not equal 
 to that in a third-rate German or American Technical College.' 1 '' 
 
 Yet that College (that of London) has very eminent teachers. It is this fact of 
 indifferent equipment, and an educational system which does not satisfy the require- 
 
A GENERAL VIEW OF THE SUBJECT. 63 
 
 ments of preliminary qualification for higher scientific studies, which so seriously 
 
 prejudice Great Britain's national efforts. 
 
 Notwithstanding this chorus of pessimism, however, Sir Bernhard Samuelson, 
 
 Bart., F.R.S., strikes a more hopeful note when he says : 
 
 " I believe that employers have, within the last ten or fifteen years, become 
 keenly alive to the value of Technical Training on the part of those occupying 
 the higher posts in industrial works, and that they will be grateful to the London 
 County Council for anything it may do to encourage and promote such training." 
 Sir Henry Roscoe, F.R.S., declared that 
 
 "The successful development of chemical industries in Germany is largely 
 due to the fact that men of high culture, who have had a scientific training, have 
 been engaged as leaders of these industries. English manufachircrs are less 
 appreciative of the importance of a high scientific training than those abroad." 
 It is, however, not necessary further to recapitulate the views of these eminent 
 
 scientists and experts. It is sufficient to note that there was a universal consensus of 
 
 opinion as to the national necessity of fostering Technical Education if Great Britain 
 
 wished to escape absolute and complete extinction as an effective industrial competitor 
 
 in the open arena of the markets of the civilised world. 
 
 Evening Continuation Schools in England. 
 
 The Continuation Schools held during the evenings, in such English towns as 
 Leeds, for example, have for their aim the carrying forward of the education given in 
 the Day Schools, and the preparing of students for profitably taking up the work 
 of the Higher Grade Commercial and Artisan Evening Schools. The courses of 
 instruction embrace Reading, Writing, Composition, Arithmetic (with Mensuration), 
 English History, Geography (with Lantern Lectures), Ambulance, Drawing, Singing, 
 Woodwork, Wood-carving, and Clay-modelling ; and, in addition, for the instruction 
 of girls, Cookery, Needlework, Dressmaking, and Millinery. No pupil is admitted 
 under the age of twelve years, and no day-pupils are enrolled. The nights for tuition 
 are generally three a week, and the hours about two during each evening, though there 
 is a variation according to the centre in which the Evening Continuation Classes are 
 held. 
 
 Educational experts do not regard with much favour these exclusively evening 
 conducted Continuation Schools, however. M. E. Sadler, in his exhaustive book on 
 the subject, remarks : 
 
 "The reasons for the prevalence of evening classes in English education 
 may thus be traced to our long-continued backwardness in organising Elementary 
 Day Schools (itself the result of an even balance between conflicting theories and 
 the social organisation of our national life), and partly to the social and economic 
 disturbance produced by the Industrial Revolution." 
 
64 TECHNICAL EDUCATION. 
 
 Sadler tells the origin of one of the earliest Night Schools in Great Britain. 
 This institution was established by David Dale, the father-in-law of the famous Robert 
 Owen, for the children employed at the New Lanark Mills. It was an admirable 
 institution. In the words of Robert Owen : 
 
 "Nothing, in short, at first sight, seemed wanting to render it a most 
 complete charity. But to defray the expenses of these well-devised arrange- 
 ments, and support the establishment generally, it was absolutely necessary that 
 the children should be employed within the mills from six o'clock in the 
 morning till seven in the evening, summer and winter ; and after these hours 
 their education commenced. The directors of the public charities, from mistaken 
 economy, would not consent to send the children under their care to cotton mills, 
 unless the children were received by the proprietors at the age of six, seven, and 
 eight. And Mr. Dale was under the necessity of accepting them at those ages, 
 or of stopping the manufactory which he had commenced. It is not to be 
 supposed that children so young could remain, with the intervals of meals only, 
 from six in the morning until seven in the evening, in constant employment on 
 their feet within cotton mills, and afterwards acquire much proficiency in 
 education. And so it proved ; for many of them became dwarfs in body and 
 mind, and some of them were deformed. This labour through the day, and 
 their education at night, became so irksome that numbers of them continually 
 ran away." 
 
 At the age of fifteen or sixteen years, or it may be later, the Leeds pupil who 
 has completed his course in the ordinary Continuation School may pass either to the 
 Higher Grade Evening Commercial School or to the Higher Grade Artisan School. 
 If his bent be in the direction of the former, his studies are designed to prepare him for 
 a position in a warehouse, counting-house, or similar place of business, as clerk, 
 cashier, book-keeper, or as general and foreign correspondent. The courses of 
 instruction are of a thoroughly practical character, and include Book-keeping, Business 
 Methods (Commercial Correspondence and Office Routine), Commercial History, 
 English Literature, French, and Shorthand. English Composition, and Arithmetic, 
 together with Handwriting, Figuring, and neatness in setting out work, are mentioned 
 as requiring careful teaching by those in charge of the classes. After one or two years 
 in these Higher Grade Commercial Schools (of which there are ten in Leeds) a pupil 
 should be eligible for transfer to either the Central or Cockburn Higher Grade Evening 
 School. A pupil attending any one of the ten schools specified has the privilege of 
 joining, free of charge, classes in Singing, Clay-modelling, Wood-work, Wood- 
 carving, and Art. 
 
 If, however, a boy's inclinations lie in the direction of industrial work, he may 
 pass from the ordinary Continuation School to a Higher Grade School for Artisans. 
 There is only one Artisan Evening School in Leeds, and it provides courses of 
 
A GENERAL VIEW OF THE SUBJECT. 65 
 
 instruction for youths engaged in Engineering and Allied Trades. The syllabus 
 includes Workshop Arithmetic, Practical Mensuration ; Elementary, Geometrical, and 
 Machine Drawing ; Elementary lessons in Mechanics ; English Language and 
 Composition ; and Wood-work and Metal-work. 
 
 In the Central and Cockburn Higher Grade Evening Classes for Commerce, 
 Languages, &c., specialised courses of study are now introduced " to (a) enable persons 
 who are entering upon a commercial career to obtain an intelligent knowledge of the 
 work they will be required to perform during the first few years in a business house ; 
 and (b) to enable junior clerks and the sons of business men to acquire information 
 which will be of practical use in their work, and the knowledge which it is essential 
 they should possess if they aspire to higher positions. At the present time there is a 
 want of Englishmen speaking and writing Modern Languages, and thus capable of 
 representing English firms on the Continent, or of conducting home correspondence 
 with foreign houses." The classes in actual working order are Book-keeping, 
 Accountancy, Business Methods, Shorthand, Typewriting, Commercial Arithmetic, 
 Commercial Geography, English, French, German, Spanish, Latin. The Central 
 Higher Grade Evening Schools include classes for Dressmaking, Millinery, and 
 Practical Cookery. 
 
 When a lad has completed his course in the Higher Grade Artisan Class he may 
 pass to either the Cockburn Higher Grade School or the Leeds Institute. The subjects 
 of instruction in these places embrace Workshop Arithmetic, Practical Mathematics, 
 Practical Plane and Solid Geometry, Machine Construction and Drawing, Mechanical 
 Engineering, Applied Mechanics, Theoretical Mechanics, Steam and the Steam-engine, 
 Building Construction and Drawing, Brickwork, Masonry, Carpentry and Joinery, 
 Hygiene, Practical Physics, Electric Lighting, Lighting and Power Transmission, 
 Chemistry, Physiography, and Art. The subjects are arranged into two courses one 
 in Engineering, and one in the Building Trades and certificates of study are issued 
 on the termination of either course. Provision has been made also in the Cockburn 
 Higher Grade Evening School for instruction in Practical Cookery, Dressmaking, 
 Millinery, and Sick-nursing. 
 
 In Birmingham, the School Board of that city has also instituted Evening 
 Classes in order to provide Day School pupils with " every facility for carrying 
 on their studies," and in " the hope that they may be materially assisted in preparing 
 themselves for their future career in life." Adults are eligible ; and the curriculum 
 for males embraces Arithmetic, Book-keeping, Mensuration, Reading, Science, 
 Shorthand, Woodwork, Writing, Commercial Correspondence and Office Routine, 
 Geography, Ambulance, Drawing, Metalwork, and French ; while that for girls 
 deals with Arithmetic, Book-keeping, French, Shorthand and Needlework, Dress- 
 making, Vocal Music, Cookery, Laundry-work, and Commercial Correspondence and 
 Office Routine. 
 E 
 
66 TECHNICAL EDUCATION. 
 
 In Manchester, the School Board in 1962 divided its Night Classes into Evening 
 Continuation Schools, Evening Science and Art Schools, Evening Commercial Schools, 
 and Evening Institutes for Women and Girls ; but the co-ordination is not so well 
 defined as that obtaining in the Leeds system of evening educational work. Such 
 elementary subjects as Reading, Recitation, Writing, Composition, and Arithmetic 
 are taken in all these schools ; while only in certain of them are the following dealt 
 with, to wit : The English Language, Geography, History, the Life and Duties of the 
 Citizen, Elementary Chemistry, Magnetism, Book-keeping, Shorthand, Drill, Drawing, 
 the Tonic-sol-fa Notation, Domestic Economy, Needlework, a Sewing Course, a 
 Knitting and Mending Course, Cookery, Dressmaking for the Seniors, and Drill ; the 
 subjects being classified in five groups, namely, Elementary Subjects, English Subjects, 
 Science Subjects and Subjects of Practical Utility, Vocal Music, and Special Subjects 
 for Girls and Women. 
 
 The control of some of these schools has recently been transferred to the 
 Technical Instruction Committee of the City of Manchester Council, and the Evening 
 Science and Art Classes are now conducted in the Municipal Schools of Technology 
 and Art. In the two Evening Science and Art Schools still under the control of the 
 City of Manchester School Board the subjects of instruction are as follow : Human 
 Physiology, Building Construction, Organic Chemistry, Practical Plane and Solid 
 Geometry, Hygiene, Machine Construction and Drawing, Magnetism and Electricity, 
 Mathematics, Physiography, Physics, and Mechanics ; while the following groups 
 form the course of study in the Municipal School of Technology, namely, Pure and 
 Applied Mechanics, Mechanical Engineering, Architecture and Builders' Work, 
 Municipal and Sanitary Engineering, Physics, Electrical Engineering, Pure Chemistry, 
 Applied Chemistry, Photographic and Printing Crafts, Textile Industries, Dress- 
 making, Art Classes, and miscellaneous subjects. 
 
 The Commercial Evening Schools of Manchester, which are under the special 
 a?gis of Sir Philip Magnus, the author of a work on " Industrial Education," are of a 
 very high type, and prepare candidates for examinations instituted by the Chartered 
 Accountants, the Incorporated Accountants, the Institute of Secretaries, the Institute 
 of Bankers, and the Institute of Actuaries. Among the languages listed in the 
 curricula of these Manchester Central Evening Commercial Schools, Danish, Italian, 
 Modern Greek, Portuguese, Spanish, and Russian find a place, as well as French and 
 German. There are also Evening Institutes for Women and Girls in Manchester, 
 devoted to Higher Grade Technical Instruction in the domestic arts and crafts. Says 
 M. E. Sadler :- 
 
 " The success of the School Board in maintaining these Evening Schools 
 would, however, have been impossible without the active co-operation of many of 
 the Day School teachers. The wise policy was followed by giving the Head 
 Master of the Day School charge of the Evening School conducted in the same 
 
A GENERAL VIEW OF THE SUBJECT. 67 
 
 building, and in most cases these Head Masters took up the work with a 
 keen sense of its importance. With the assistance of an energetic and loyal 
 staff they devoted time and labour to the solution of the various problems 
 that confronted them. In the first place, the task of keeping an Evening 
 School together, and of adapting the methods of teaching and discipline to 
 the needs of evening students is one requiring, not only considerable personal 
 gifts, but also patience and laborious effort. But again, if an Evening School 
 is to be successful, the Headmaster and his staff must not only teach, they 
 must also know how to attract the students. This can be done only by 
 much personal influence and constant attention to individual cases. The 
 Head Master in particular must not rest until there has grown up among the 
 children in his Day School a traditional custom of joining the Evening School 
 on leaving." 
 
 Sadler has much praise for the Manchester Continuation Schools, and asserts 
 that the success of the School Board in their maintenance is a credit, not alone to 
 Municipal and civic effort, but also to the intelligence and enthusiasm of the students. 
 He writes : 
 
 " Here, as in other places, young men are found who, after a hard day's 
 work, spend their evenings in fitting themselves, by real intellectual labour, 
 for further responsibilities. Many of the girls and young women employed 
 in offices are equally earnest in their efforts at self-improvement, and in 
 every Evening School one sees earnest faces and strained attention. It is 
 unfortunately no unknown thing for students to come straight from 
 work, where they have been kept too late to be able to go home to tea. This 
 keenness in the pursuit of knowledge is not peculiar to Manchester, though it 
 is there more common than in some other towns; but in Manchester it 
 has been met to an unusual extent by an answering desire to provide the 
 requisite instruction. A wish to spread the benefits of education in the widest 
 sense amongst those least able to obtain them for themselves has long 
 been characteristic of many of the citizens of Manchester. It has found 
 expression in a number of institutions, such as the Mechanics' Institution, 
 the Lower Mosley-street Schools, the Lads' Clubs, and the Recreative Evening 
 Schools." 
 
 Sadler has some admirable observations on the question of Compulsory 
 Attendance, and on the very serious hiatus in the type of instruction at which the 
 Primary or Elementary Schools leave the pupil, and the Continuation Schools take 
 the pupil up an hiatus which amounted in 48 per cent, dropping their instructional 
 course for one and even two years ; but these aspects of Technical Education will be 
 adequately dealt with in that part of the monograph which deals with Australia in 
 general and New South Wales in particular. 
 
68 TECHNICAL EDUCATION. 
 
 Evening Continuation Schools in Scotland. 
 
 The Scotch are proverbially keen educationists. It is their proud boast to excel 
 in all those branches of human energy which require that mathematical faculty of 
 detailed application which, for want of a better, we term " hard-headedness," and 
 which those of an origin other than Caledonian are apt to consider as synonymous 
 with " hard-hearted ness," which, of course, is a sheer misapplication of a hard word to 
 a splendidly commendable mental qualification. 
 
 Scotch parents are paternally, and no less maternally, watchful over the 
 educational future of their boys and girls upon leaving school. The result of this 
 fine domestic concern in the career of the advancing generation is admirably exemplified 
 in the capitally equipped Higher Grade Schools of Scotland, in all the large towns 
 of which kingdom Evening Classes are established, with programmes of work as 
 comprehensive and as varied as those in similar departments of the Day Schools. The 
 following document is eloquent as evidence of civic concern for the future educational 
 provision for young students : 
 
 The School Board's Appeal. 
 
 "Continuation Schools, Edinburgh School Board, School Board Offices, Castle 
 Terrace, July, 1902. To Parents and Guardians in the City of Edinburgh, Evening 
 Schools. The School Board of Edinburgh deeply regret that so many of the pupils 
 who leave our Day Schools fail to take advantage of the numerous Evening Classes 
 which are open throughout the City, and often allow years to elapse before enrolling in 
 these classes. Good education is not only in itself a source of happiness, but it is 
 essential to advancement in any trade or profession, and a child's education should not 
 be considered as completed when it is found necessary to remove it from the Day 
 School. The work of our Evening Schools is intended to continue and supplement 
 the instruction in our Day Schools, so as the better to fit the pupils for the intelligent 
 discharge of their every-day duties in after life. Year after year the Head Teachers of 
 our Evening Schools point out the deplorable results of allowing an interval of even 
 one year to elapse before enrolling. Much of what was learned is forgotten, valuable 
 time is spent in revising, and in this way the true work of these classes is greatly 
 hindered. We would, therefore, strongly urge upon you the advisability of sending 
 any of your children who may recently have left the Day School to one or other of the 
 Board's Evening Classes, which open on aand September, and of continuing their 
 education there for several sessions. Full particulars regarding these classes will be 
 found in the accompanying prospectus. The Board is anxious in every way to 
 encourage pupils to attend these classes. The Evening Schools meet three times 
 weekly, on Monday, Tuesday, and Thursday. Low fees repayment of which may be 
 obtained by regular attendance are charged, valuable prizes are awarded for progress 
 and for perfect attendance, the classes are small so that much individual attention may 
 
A GENERAL VIEW OF THE SUBJECT. 69 
 
 be bestowed on pupils, and great freedom is allowed the pupils in selecting those 
 subjects that are most calculated to benefit them in their various occupations. 
 Flora C. Stevenson, Chairman of School Board, Alexander Mackay, LL.D., Convener 
 of Evening School Committee." 
 
 Such was the appeal on the part of the Edinburgh School Board to parents, to 
 induce them to continue the education of their children at one or other of the Evening 
 Continuation Schools in that City, and in order that every pupil might know the 
 opportunities afforded by this class of School the prospectus was widely distributed. 
 A copy was forwarded to every pupil who had left during the previous quarter ; a 
 supply was sent to each Head Master of a Day School for distribution in his district ; 
 and the Head Masters and the members of their Staffs were asked to interest themselves 
 in getting their old pupils, who had left school for work, to follow up their studies at 
 the Continuation Schools. In addition to these means of informing the parents 
 and pupils of what the school authorities were doing for them, posters, giving full 
 information of the curriculum and the time-table were placed on the school notice- 
 boards of the Day Schools, and in other parts of the City, and numbers were sent to 
 the large business places to be put inside the premises where they could best be seen 
 by the boys and girls at work. One of the most conspicuons objects in entering a Day 
 School in Edinburgh is the notice at the entrance to the buildings, calling attention to 
 the advantages, to those compelled to leave school at fourteen years of age, of an 
 Evening Continuation course of studies. There can be only the highest commendation 
 for a School Board so fully alive to its trust. 
 
 The courses undertaken by the Continuation Schools of Scotland prepare the 
 student either for Commercial or Industrial life-callings ; and every inducement, every 
 facility, and every possible enconragement are given to Scottish lads and lasses to 
 secure a good education. The worth of these schools to a community is very great, 
 attendance being continued by those who take the courses up to the age of seventeen 
 or eighteen years. There is no need to examine the curricula at length, however, as 
 there is a marked family resemblance in Continuation Schools throughout the United 
 Kingdom, and any differences between individual institutions are those only which 
 appertain to detail. 
 
 In taking leave of the subject of the Evening Continuation Schools of England 
 and Scotland, it is well to consider the great part they play in the educational life of a 
 large section of the people of the masses as contradistinguished from the classes. It 
 must be remembered that while there is as yet no system of National Education in 
 England, the existence of the Continuation School nevertheless stands to the credit of 
 the British people. In Scotland especially, that land so famous for the strenuous 
 education of its youth, the Continuation School is a great factor for good. The 
 monograph is not here referring to the School which exists for those whose education 
 has been neglected, but to the School instituted for those who, having completed the 
 
70 TECHNICAL EDUCATION. 
 
 primary course in a creditable manner, are ambitious of further educational achievement. 
 In Birmingham, Leeds, Manchester, and other large towns in England, these schools 
 are held in the evening for the instructional benefit of apprentices working during the 
 daytime. The Institutes in question provide for the teaching both of Commercial and 
 Industrial subjects, and it is greatly to the credit of certain engineering and manufactur- 
 ing firms that they allow boys, apprenticed or otherwise employed by them, to attend 
 certain Technical Schools in the daytime. Prominent among these public-spirited 
 associations are the London and South Western Railway Company (with regard to the 
 apprentices at its Nine Elms Works), the Tees-Side Bridge and Engineering Company, 
 Middlesborough ; Richardson, Westgarth, and Company, Middlesborough ; Bolckow, 
 Vaughan, and Company, Middlesborough ; and Head, Wright, and Company, 
 Stockton ; while at Bolton, in Lancashire, three or four hundred apprentices attend 
 evening classes at the expense of their employers, some firms giving ten scholarships, 
 others twenty, and so on, of a value averaging about 255. each, an amount which 
 covers the fees and the cost of books, instruments, and the general outfit of the student. 
 
 Commercial Education in Great Britain. 
 
 One of the first Institutions of its kind in the United Kingdom is the 
 Kensington College, Queen's Road, Bayswater, London (W.C.), which has as its 
 ambitious aim the providing for every boy and girl who enters its collegiate course a 
 definite and practical training, followed by an absolute guarantee of a remunerative 
 career as soon as the student shall be qualified to perform the duties thereof, the train- 
 ing being specially adapted for the education of private secretaries, English and foreign 
 correspondents, accountants, book-keepers, and other similar positions of a responsible 
 nature. When the academic side of the training is completed, and all the subjects 
 which comprise the lower rungs of the ladder have been mastered, the students are 
 drafted into the " Model Offices," which are fitted up with all the requisites of a 
 secretarial bureau. Here will be found students who can speak Modern Languages 
 almost as fluently as their Mother-tongue ; who can write Shorthand, type their notes 
 accurately, and also perform journalistic duties. They are, in the absence of the Chief, 
 so trained that they can take charge of the office, interview visitors, and conduct the 
 greater part of his correspondence. They are instructed in the conduct of missions 
 of delicacy as ambassadors and the bringing of delicate negotiations to a successful 
 issue, the writing of an essay or a lecture, the preparation of statistics, and the making 
 of searching literary investigations. 
 
 The Solicitor-General of the United Kingdom, Sir Samuel Evans, speaking 
 from the chair at the recent twenty-first anniversary of Kensington College, said : 
 
 "The history of the College is the history of a progressive Institution, 
 
 which is really required in our educational system. Constantly men in our 
 
 public life have brought to their attention young people, some from the schools, 
 
A GENERAL VIEW OF THE SUBJECT. 71 
 
 some from the Colleges (yes, indeed, some from the Universities;, who have 
 
 attained their degrees or achieved success in their colleges and schools, and who 
 
 yet do not know how to perform the actual work of life. 'I'he part of the educational 
 
 system of this country which is deficient in many respects from the public point of 
 
 view appears to me to be admirably done by this College. The College is 
 
 certainly, as I think, filling a most excellent place in our educational system." 
 
 vSir Albert Rollit (the Chairman of the Education Committee of the London 
 
 Chamber of Commerce), stated that, in his opinion, "the College had solved one of the 
 
 greatest, the most complex, and the most difficult of all educational problems that of 
 
 securingemployment after education"; while the Duchessof Marlborough declared that, 
 
 " It is this practical aspect that especially appeals to me, for we all know 
 
 that many young men and young women who have received the highest education 
 
 are unable, from want of knowledge of technical and secretarial work, to obtain 
 
 posts worthy of their acceptance. Now, the education which they receive at 
 
 Kensington College does away with this difficulty, and completes their training, 
 
 making it efficient and business-like. Then they are not only fitted to fill posts, 
 
 but they are also guaranteed a good position to start with." 
 
 The Director of the College was able to assure the meeting that there was not a 
 single qualified student of the Institution seeking an appointment, and during the past 
 year the applications for the services of the College graduates had exceeded the number 
 of students available. The College had, moreover, succeeded in capturing the blue 
 ribbon of the London Chamber of Commerce for proficiency in Modern Languages, and 
 had obtained a long list of successes at the various examinations. 
 
 The motto adopted by Kensington College is, by the way, worthy of record. It 
 is one suggested by the Right Hon. the Earl of Lytton, when speaking from the chair 
 at a recent distribution of prizes. Having in mind Dante's dread warning over the 
 gates of the Inferno, he thought it would be appropriate to inscribe over the portals of 
 Kensington College the following variation thereof: "Have every hope, all ye who 
 enter here." 
 
 The Kensington College is, of course, a highly specialised Institution, conducted 
 under the aegis of the highest-placed Members of the British Government, for the 
 technical training of Parliamentary officials, ambassadorial attaches. Its principle is, 
 however, the same as that of the German Trade School ; namely, if a specialised worker 
 is wanted, he must be the outcome of a specialised training and this is a necessary 
 modern requirement which the University, conducted on Mediaeval lines, is powerless 
 to meet. The ordinary Commercial School is something very different from the 
 Kensington College, as the demands made on its training are necessarily of a humbler 
 character. 
 
 The subject of Commercial Education is one of very great importance, and its 
 place in the school curriculum is one of widespread interest among educationists. In 
 
72 TECHNICAL EDUCATION. 
 
 the year 1899, a special Sub-Committee appointed by the Technical Education Board of 
 the Londoii County Council, to consider and report upon the special agencies which 
 existed within the City of London for imparting Commercial Education, and to suggest 
 plans for establishing other agencies and increasing the efficiency of those already in 
 existence, presented its report after a most exhaustive inquiry into Continental methods 
 of Commercial Education, together with a large number of interviews with representa- 
 tive business men. 
 
 In the first place, the Committee referred to the unanimous decision of the 
 Antwerp Congress, in 1898, against specialisation on Commercial subjects in Primary 
 Schools, and considered that whatever branch of Commercial life a boy intended to 
 enter, it was necessary he should receive as good a General Education as was possible 
 in the Elementary School ; but the Committee emphasised also the importance of 
 bringing the teaching of the Elementary School more into relation with actual every-day 
 life, and making the instruction practical in its application. Moreover, great stress was 
 laid upon the necessity for the universal teaching in Elementary schools of the decimal 
 system in its application to all branches of Arithmetic, especially money, and of the 
 Metric System in its relation to weights and measures, and attention was directed to the 
 importance of the teaching of Mental Arithmetic in the ordinary business affairs of 
 home life. The Committee favoured the organisation of Higher Grade Departments 
 in connection with Elementary Schools, which, while continuing the General 
 Education, would give a more specialised training to boys entering business houses 
 at the age of about 14 years. On the question of teaching Shorthand and Type- 
 writing in the Higher Grade Schools (subjects which Professor Layton, of the Higher 
 Commercial School of Antwerp, in giving evidence before the Committee, stated that 
 he regarded rather as " useful accomplishments" than as "educational specialisation") 
 the Committee saw in these subjects a considerable amount of training value, and 
 decided to recommend them in the Higher Grade Curriculum so long as their study was 
 not detrimental to the more general education which was carried on at the same time. 
 It is unnecessary to survey the whole of the Committee's recommendations, as the 
 majority of them were adopted, with more or less modification, and may be studied in 
 their actual working in connection with the specialised Commercial Schools, which 
 have a general resemblance to some similarly conducted schools on the Continent of 
 Europe. 
 
 The Schools which afford the best illustration of Elementary Commercial 
 Education systematically given are the Upper Primary Schools of France, and the 
 Higher Grade Schools of England and Scotland. One of the specialised branches 
 of instruction in the French Schools is the teaching of Commercial subjects, and 
 the object of the instruction is to give the pupils a bias towards a business life. 
 The course in the Higher Grade Schools is arranged to suit the requirements of 
 both boys and girls who are preparing for entrance upon a business career, and 
 
A GENERAL VIEW OF THE SUBJECT. 73 
 
 special attention is given to such subjects as English, French, German, Commercial 
 Arithmetic, Commercial Geography, Book-keeping, Shorthand, and Typewriting. 
 Pupils enter the special classes of the Higher Grade Schools, as a rule, at about 
 the age of 13 years, and the course extends over three years. On its completion, 
 many of the pupils present themselves for Junior Commercial Certificates issued by the 
 London Chamber of Commerce, and similar Commercial Institutions. The splendid 
 system of Evening Continuation Schools (already noticed in a preceding section of this 
 monograph) affords excellent opportunities for a commercial training to those children 
 who cannot remain at the Day Schools to take advantage of the specialised course. 
 The Evening Classes in Leeds and in Manchester, for instance, give special 
 encouragement to pupils taking up the Commercial Courses. The Manchester School 
 Board provides for the teaching of Modern Languages (French and German ; and, 
 incidentally, Spanish) in all its Evening Continuation Schools, and offers in its 
 Special Commercial Classes for Men and Women a range of Commercial subjects of a 
 very high standard. The Leeds School Board does not give so much prominence to 
 modern languages in its Evening Classes, French only being taught ; but it offers a 
 supplementary free course of Manual Training. 
 
 The pupils of the Higher Grade Board Schools and the Evening Commercial 
 Continuation Schools are among the regular candidates for the Junior Certificates given 
 by the London Chamber of Commerce at its yearly examinations. The scheme of the 
 last-named Institution adopted for the Junior Commercial Course embraces English 
 and Writing, History, French or German, Geography, Mathematics, Elementary 
 Science, and Drawing. The sub-divisions of these general heads include Spelling and 
 Dictation, Reading (recognised English Classics are used, and not mere Reading Books), 
 Recitation, Knowledge of the Parts of Speech, Simple Composition and Writing, the 
 History of England ; the pronunciation (of either French or German), the acquisition 
 of Words and Phrases, Dictation, Elementary Grammar, Reading and Translation 
 into English, and the Recitation of passages learned by heart ; Elementary Facts of 
 General Geography, and the Elements of the Geography of the British Isles ; 
 Arithmetic (including the Elements of Vulgar Fractions and Decimals), Mental 
 Arithmetic and Rapid Calculation, Simple Geometry, and the Employment of Rule, 
 Square, Compasses, etc. ; Lectures on Elementary Physiography and Drawing. This 
 is the curriculum of the first year. 
 
 During the second year the Arithmetic Course includes Long Tots, Cross Tots, 
 Decimal Calculation, Square Root, Proportion, Practice, Simple Interest, and Simple 
 Constructive Geometry ; the English Course, Exercises upon Grammar and Etymology ; 
 and in the Writing Section, the use (as copies) of Bills, Letters, Circulars, &c., both in 
 English and in French or German ; the Geography Course, the General Geography of 
 Europe, Configuration, Climates, &c. , the principal seas, mountains, rivers, &c., the 
 European States, with their chief characteristics, Physical and Political Geography, 
 
74 TECHNICAL EDUCATION. 
 
 principal towns, population, military forces, &c. , and Elementary Economic Geography, 
 with special reference to agriculture, mines, industries, and chief modes of communica- 
 tion ; the Elementary Science Course, Physics or Natural History, or both, making 
 optional or alternative Physics, and Botany (i.e., Essential parts of a Plant, Methods 
 of Nutrition, general characters of different groups of Plants as exemplified by certain 
 types) the pupils themselves dissecting and describing plants ; the Drawing Course, 
 Freehand Drawing, Outline and Shading of Geometrical Figures and Geometrical 
 Drawing (with the use of scales) of Simple Designs, and the use of Indian Ink ; the 
 other subjects not otherwise referred to being continued under the specified time-table 
 of the first year. 
 
 The third year is a steady advance upon the second. English now includes the 
 Analysis of Sentences, and the rules essential in Composition, especially in the form 
 of the reproduction of the stories read. In the French and German languages Conver- 
 sational Exercises are included. The History of England is studied in connection 
 with Literary and Contemporaneous General History. General Geography becomes 
 Physical and Economic, of the British Isles and the Possessions of the British Empire, 
 with the main routes of traffic and ocean highways. Mathematics embraces Arithmetic 
 (Proportion, Practice, Interest, Discount, Stocks, &c.); Algebra (the Elementary Rules 
 and Simple Equations) ; Geometry (the First Book of Euclid, as far as the twentieth 
 proposition) ; and (optional or alterative) Physics and Chemistry. Natural History is 
 extended to the Elements of Zoology ; and Drawing takes in Shading from Simple 
 Objects, from Cubes and Spheres, from Bas-reliefs of Leaves, Ornamental Flowers, &c., 
 from Architectural Fragments, Elements of Perspective or Geometrical Drawing, 
 Projection of Simple Solid Objects, and Elementary Architectural Drawing. 
 
 During the fourth year the English course is advanced to Literature, Language, 
 Composition, Writing in English and German characters, and Shorthand. French 
 or German now includes Dictation, the Composition of Simple Letters and the Writing 
 of Essays, together with Reading and Translation ; and the modern languages 
 embrace, besides French and German, any of the alternative tongues, Spanish, 
 Portuguese, or Italian ; while Latin is made an optional subject. A brief course of 
 Ancient History is given, with special reference to the Colonies and Commerce, and a 
 revision of English History. Geography deals with the Commercial Geography of the 
 British Isles, including Agriculture ; Animal Produce ; Mineral, Textile, and Chemical 
 Industries ; Commerce ; Railways ; Steamboat Service; Colonisation ; and the Physical 
 Geography of Africa, Asia, America, and Oceania. Mathematics now takes in Exchanges 
 and the Metric System (in Arithmetic) ; Factors and Fractions, Greatest Common 
 Measure and Least Common Measure, Quadratics, Logarithms, and the Elements of 
 Logarithmic Calculation (in Algebra) ; and the whole of the First Book of Euclid (in 
 Geometry). Natural History comprises the Elementary Facts of Physiology. Book- 
 keeping becomes a specialised subject, together with the Theory of Accounts, Balancing, 
 
A GENERAL VIEW OF THE SUBJECT. 75 
 
 Profit and Loss, International Exchanges, Moneys, &c. Drawing takes in Freehand 
 Drawing from simple casts, the Human Figure from Bas-reliefs, Elementary Anatomy 
 or Geometrical Drawing, Architectural Studies, Mechanical Drawing, Machines, &c. 
 
 The fifth year extends the scope of the Modern Languages Course to the 
 Formation and Composition of Words, Literature, Conversation, and Correspondence. 
 The Commercial History of the Middle Ages and Modern Times, together with 
 Geographical Discoveries is listed as the History Course. Geography now deals with 
 European Commercial Geography, including Agriculture, Industries and Commerce. 
 Mathematics extends its province to Trigonometry, with its definitions, measurements 
 of angles, and simple applications ; advances in Geometry from the First to the 
 Fourth Books of Euclid, taking in Mensuration ; and specifies a course in Mechanics, 
 in the Principles of Energy, the Mechanical Powers, the work done by Machines, and 
 Hydrostatics. Natural History for the fifth year sets down General Anatomy and 
 Physiology (human and comparative), Digestion, Absorption, Circulation, Respiration, 
 Innervation, and Locomotion. Instead of the Natural History Course, the pupil 
 may, however, take up Geology. Drawing advances to the Introductory History of 
 Art. 
 
 In the sixth year, the Modern Languages Course deals with Syntax, Idioms, 
 Literature, Composition of Commercial Letters, &c. In the Historical Course, 
 Contemporaneous Commercial History is the selected subject. Geography engages in 
 its sixth year programme the Commercial Geography of Africa, Asia, Oceania, America ; 
 Animal and Vegetable produce ; Mines, Metals, and Precious Stones ; and Industries, 
 Markets, Ports, and means of Transit. Commerce and Commercial Law now intrude, 
 with subdivisions specified as Commerce, Commercial Contracts, Insolvency and 
 Bankruptcy, Commercial Law, Industrial Law, Chambers of Commerce, Patents, &c. 
 In Mathematics, the sixth year regime lists Binomial Theorems, and higher work in 
 Algebra ; Books I, IV, and XI (the last-named optional), and Mensuration, in 
 Geometry ; Kinematics, Kinetics, Dynamics, in Mechanics ; and the Cosmography ot 
 the Earth, Sun, Moon, Planets, Comets, &c. Political Economy now makes it* 
 appearance, with particular insistence on the Aim thereof the Production of Riches, 
 the Distribution of Riches, Exchanges, Money, Credit, Saving, Luxury, and 
 Application to Financial Legislation. In the Drawing Course, extended attention is 
 devoted to Composition, Geometrical Drawing, Designing, and the History of Art ; or 
 (as an alternative course) Photography, Photogravure, Engraving, Etching, Painting, 
 Sculpture, &c. ; but in either case, the History of Art. 
 
 The first year's course is arranged for students of the London Chamber of 
 Commerce (Junior Curriculum) from about the age of ten years to that of twelve ; the 
 second year's, from eleven to thirteen ; the third, from twelve to fourteen ; the fourth, 
 from thirteen to fifteen ; the fifth, from fourteen to sixteen ; and the sixth, from fifteen 
 to seventeen years of age. 
 
76 TECHNICAL EDUCATION. 
 
 The entire course of the London Chamber of Commerce "Junior Commercial" 
 for the six years embraced in this exploitation, has been herewith given ; for it is not 
 only good in itself, but it supplies a very fine model of an ideal curriculum aiming at a 
 specialised Commercial Education and co-ordinated with a scheme of General Culture 
 which directly ministers to, illustrates, and tenders aid to a distinctive life-calling, 
 more than any other, depending continuously on extensive auxiliary assistance. 
 
 M. E. Sadler, in his exhaustive work, "Continuation Schools in England and 
 Elsewhere," remarks that : 
 
 " The Commercial Schools have usually grown out of the Higher Grade 
 Continuation Schools. Where two buildings are available, the Continuation 
 School and the Commercial School are sometimes kept distinct ; otherwise they 
 are merged, the Commercial School becoming constantly more important, the 
 Continuation School less important. Hereafter they will probably become quite 
 distinct, the Higher Grade Schools forming junior schools linked with Central 
 Commercial Schools. They are usually held in the buildings of Elementary 
 Day Schools, and the Head Master (or responsible teacher) is generally a teacher 
 in an Elementary School. But in many cases they have developed into important 
 colleges with 1,000 or 1,500 students, demanding the same direction and control as 
 the Polytechnics and Schools of Art. Offord Road School, Barnsbury, the Oliver 
 Goldsmith School, Camberwell, and Queen's Road School, Dalston, are three 
 examples of Schools which, starting as simple Evening Classes, grew into great 
 Colleges, with highly-qualified teachers, and a curriculum covering the ordinary 
 needs of those engaged in Banks, in the Civil Service, or in Higher Commerce." 
 
 Technical Education in the United Kingdom. 
 
 Next in academic dignity to the University stands such an Institution (for 
 example) as the " Royal College of Science," of South Kensington, and the 
 Polytechnics and Higher Colleges. The "Technical Institutes" and "Arts and 
 Crafts" Schools, and institutes for instruction in special industries and trades constitute 
 the lower plane of effort in Technical Education, though beneath these again may be 
 ranked the Manual Training Schools, and lastly the Kindergartens. 
 
 The value of the Kindergarten, and of the Manual Training in the Elementary 
 School, namely, either Sloyd, or some form of exercises in Carpentry, or Wood or 
 Metal Work, is becoming better recognised in the United Kingdom. At the present 
 time there is, however, no adequate attempt thoroughly to organise this type of 
 instruction. All that can be said is that Educationists recognise its value to the fullest 
 degree, and large numbers of schools are being equipped in material and personnel 
 for such teaching. The Kindergarten is admitted to be an excellent preparation for the 
 severer and more advanced exercises which are to be found in Sloyd, or in other 
 systems of Manual Training. 
 
A GENERAL VIEW OF THE SUBJECT. 77 
 
 The work done under the supervision of the Technical Education Board of the 
 London County Council may be referred to as being the most comprehensive attempt 
 throughout the British Empire, to deal with the need for specialised instruction. 
 There are under the care of this organisation the institutions aided or conducted by the 
 London County Council, to wit (i) the University of London ; Bedford College, 
 London ; King's College, London ; the London School of Economic and Political 
 Science ; and University College, London ; (2) the Battersea Polytechnic Institute ; 
 the Borough Polytechnic Institute ; the City Polytechnic, comprising the Birkbeck 
 College, the City of London College, and the Northampton Institute ; the Northern 
 Polytechnic Institute ; the Regent-street Polytechnic Institute ; the South- Western 
 Polytechnic Institute ; and the Woolwich Polytechnic Institute ; (but the East London 
 Technical College i.e., the People's Palace and the Goldsmiths' Institute, New 
 Cross, are not aided by the Council) ; (3) the Camberwell School of Arts and Crafts ; 
 the London County Council Camden School of Arts ; the London County Council 
 Central School of Arts and Crafts ; the London County Council Clapham School of Art ; 
 the London County Council Hammersmith School of Art ; the London County Council 
 Paddington Technical Institute; the London County Council Popular Technical 
 Institute ; the London County Council School of Building ; the London County Council 
 School of Carriage-building ; the London County Council School of Photoengraving 
 and Lithography ; the London County Council Shoreditch Technical Institute ; the 
 London County Council Sydenham Technical Institute ; the London County Council 
 Westminster Technical Institute; and the London Day Training College; (4) the 
 Aldenham Institute, St. Pancras ; the Church Institute, Upper Tooting; the Craft 
 School, Mile End ; the Devas Institute, Battersea; the Hackney Institutes (Cassland 
 House and Central Branch) ; Herold's Institute (a branch of the Borough Polytechhic 
 Institute) ; the Norwood Technical Institute (a branch of the Borough Polytechnic 
 Institute) ; the Royal School of Art Needlework ; the St. Bride Foundation Institute ; 
 the School of Art Wood-carving, South Kensington ; and the Wandsworth Technical 
 Institute ; and (5) the Blackheath, Lee, and Lewisham School of Art ; the Clapton and 
 Stamford Hill School of Art ; the Lambeth School of Art ; the Putney School of Art ; 
 the Royal Female School of Art ; and the St. Martin's School of Art. 
 
 In considering the provision for Art Education in London, it should be borne in 
 mind that every Polytechnic, except the Northern Polytechnic, possesses an Art 
 Department which is said to be entitled to rank as a School of Art, and in some cases as 
 a School of A rts and Crafts. 
 
 Besides the five classes of institutions enumerated above, there are certain 
 Evening Classes in Science, Art, and Technology, which of themselves do not 
 constitute organised schools, under the conduct of the London County Council, such as 
 the Evening Science and Art Classes at Bell Lane East (the Jews' Free School) ; the 
 Science and Art Classes at the Morley Memorial College ; the Evening Science Classes 
 
7 8 TECHNICAL EDUCATION. 
 
 at the William Ellis Endowed School ; and the Science and Art Classes at the Working 
 Men's College. The Council also aids a School of Practical Gardening conducted by 
 the Royal Botanic Society, besides a very great number of Secondary Schools and 
 Schools and Classes of Domestic Economy, including the Sailors' School of 
 Cookery for the training of Ships' cooks, conducted by the Council at the Sailors' 
 Home, Dock Street. These provisions for Technical Education disclose the 
 nature and extent of the arrangements made for specialised instruction in and near 
 the metropolis of Great Britain. The annual expenditure is now probably about half a 
 million sterling. 
 
 Among the subjects taught in the various Institutions controlled or aided by the 
 London County Council's Board of Technical Education may be enumerated the 
 following : Baking, Bookbinding, Boot and Shoe Manufacture, Bras^-finishing, 
 Brickwork and Brick-cutting, Cabinet-making, Candle-making, Carpentry and Joinery, 
 Carriage-building, Carving and Gilding (Picture-framers), Chair-making, Chasing 
 and Embossing, Collotype, Colour-making, Cycle and Motor Making, Diamond 
 Mounting, Electrical Engineering, Electrical Instrument Making, Electric Wiring and 
 Fitting, Electro-Metallurgy, Electro-plating, Electrotyping and Stereotyping, Enamel- 
 ling, Engraving, French-polishing, Furniture Design, Furniture Enamelling, Furriers' 
 Work, Goldsmiths' Work, Hair-dressing, Instrument Making, Iron and Steel Manu- 
 facture, Jewellers' Work, Leather Dyeing, Lithography, Masonry, Mechanical 
 Engineering, Metal-plate Work, Milling, Optical Instrument Making, Opticians' Work, 
 Painters' and Decorators' Work, Paper Manufacture, Photo-process Work, Plasterers' 
 Work, Plumbing, Press-tool Making, Silversmiths' Work, Smithing, Soap Manu- 
 facture, Stained-glass Work, Staircasing and Handrailing, Stone-carving, Tailors' 
 Cutting, Tanning, Typography and Letterpress Printing, Upholstery, Varnish 
 Making, Watch and Clock Making, Wheelwrights' Work, Wood-carving, Woodcuts 
 in Colour, Wood-engraving, and Zinc-work. Two subjects in the above list are 
 italicised. They are Electrical and Mechanical Engineering, and their significance in 
 modern industrial life is emphasised by their rapid development as branches of 
 Technical Education, and by the great number of students who have taken up these 
 courses. 
 
 Technical Instructional Courses in the Higher Grades are given at such modern 
 Universities as those of Birmingham, Liverpool, the Victoria (Manchester), the 
 Yorkshire (Leeds), the Durham (Newcastle-upon-Tyne), King's (London), the Royal 
 University of Ireland, the University College of Wales (Aberystwyth), the University 
 College of North Wales (Bangor), the University College of South Wales and 
 Monmouthshire (Cardiff) and Edinburgh ; and the Heriot-Watt College (Edinburgh) 
 the Manchester School of Technology, the Finsbury City and Guilds Technical 
 College, the City and Guilds of London Institute, the East London Technical College, 
 and a number of Polytechnic Institutes, 
 
A GENERAL VIEW OF THE SUBJECT. 79 
 
 Concluding Remarks on Technical Education in Great Britain. 
 
 Everywhere in Great Britain is ample evidence of the growing spirit of proper 
 appreciation with regard to the value and imperative national necessity of cultivating a 
 healthy taste for Technical and Specialised Education, as the co-ordinated mental 
 outcome of Primary, Elementary General Instruction, which has its usual termination 
 with the youth of both sexes at the age of 14 years. 
 
 Everywhere in England and Scotland (and especially in London and Manchester) 
 Educationists are putting forth vast efforts to fill this clamant necessity, upon the 
 satisfaction of which, more than upon any other social and economic need, the future 
 welfare, and even the present continuation, of the Empire rests. While there is, as 
 yet, no such concrete realisation of a loftily limned ideal as a National System of 
 Education throughout Great Britain, credit is undoubtedly due to both England and 
 Scotland for the efforts made by these sister kingdoms to carry forward the education 
 of the young, from its terminal departure at the Primary School, by means of Evening 
 Classes and Continuation Schools. Scotland has always been noted for its ardour in 
 the education of its youth ; and in the northern half of Great Britain the Continuation 
 School, considered in this connection, can be regarded as a factor in national welfare 
 working only towards a high and noble ideal. This monograph does not here refer to 
 the School which has been called into existence for those whose primary education has 
 been wofully neglected, but to the School for those particularly who, having efficiently 
 completed the Primary Course, are desirous of advancing educationally along the path 
 of a further progress. As the foregoing pages must have shown the attentive reader, 
 the great population centres of Birmingham, Leeds, Manchester, and other large, 
 wealthy, progressive, and populous towns in England, possess such Continuation 
 Schools instructional seminaries of the highest national importance, where classes in 
 General and Technical Education are held in the evenings, for the benefit of apprentices 
 (and adult workmen) engaged in workshops and offices during the daytime, and where 
 courses are given both in Commercial and Industrial subjects. 
 
 Technical Education in other European Countries. 
 
 This monograph has dealt at some considerable length with the subject of 
 Technical Education in Germany, Switzerland, the United States of America, Canada, 
 and Great Britain, and little now remains to be said of those other progressive countries 
 of Europe where Specialised Instruction has engaged the attention of Educationists, at 
 the head of which probably stands France; but, for the sake of completeness, a passing 
 reference will be here made to them before coming nearer home, glimpsing that rising 
 young nation whose symbol is the blood-red chrysanthemum en route to the Land of 
 the Southern Cross. 
 
 Although the various schools of Paris do not exhaustively represent the provision 
 made in France for the education of the French people, they stand much in the same 
 
8o TECHNICAL EDUCATION. 
 
 relation to the educational provisions of the rest of France as do the schools of Berlin 
 and its suburbs to those in other parts of Germany. Notwithstanding the brilliancy of 
 French achievement in Higher Education, and in the development of Higher 
 Knowledge, together with the early organisation of its Educational System and, 
 moreover, notwithstanding the splendid contributions that France has made to Applied 
 Science, especially in Agriculture, Technical Education has been adequately advanced 
 only quite lately, namely (and the fact is true, also, when applied to her great Teutonic 
 antagonist) since the Franco-German War; and it is openly recognised by French 
 Educationists that the greatness of the misfortunes which crushed France to the earth 
 was the stimulus to effort her troubles drove her imperatively to improve her methods 
 of Commercial and Industrial Education. For instance, during the Liberal Ministry 
 of Drury (1868) an opinion gathered force with the passing of the hours that the old 
 system of apprenticeship must, in the interests of national efficiency, be replaced by 
 systematic instruction. In 1872, the idea was concreted by the disasters of the war, 
 and M. Greard, the Director of Education, submitted a memorandum suggesting the 
 opening of a School for Instruction in the Wood and Iron Industries. Even to those 
 least prepared to accept the new idea, the advocacy of Greard carried conviction. He 
 demonstrated the national advantage of replacing the method of learning through 
 apprenticeship by that of learning through such systematic instruction as could be 
 imparted only in a properly-developed school. He showed that the existing means 
 for preparing young people, on leaving the Primary School, for their life-callings was 
 insufficient ; that in the apprenticeship system, egoism operated in various ways 
 strongly against the national interest ; that the master of apprentices was compelled to 
 sacrifice the welfare of his apprentice more or less to the exigencies of his business ; 
 that workmen, reacting to a. narrow selfishness, and often incapable of perceiving the 
 issue from the standpoint of national development, were hostile to apprentices, and 
 were by no means friendly to their entry into the ranks of workmen ; in fact, the old 
 system of apprenticeship was subject to many defects, and, as a method of professional 
 education, was intermittent, without order, and opposed to the interests of the people, 
 considered as a whole. Greard conquered, and his triumph resulted in the establish- 
 ment in France of the celebrated Ecolcs Manuelles a" Apprentissage. 
 
 In that other so-called Latin nation, Italy, Technical Education comes under 
 the control of two Ministerial authorities namely, the Ministry of Agriculture, Industry, 
 and Commerce, which is charged with the supervision of the Commercial, Industrial, 
 Trade, and Industrial Drawing Schools, and the Schools of Applied Art ; and the 
 Ministry of Public Instruction, which is charged with the supervision of Technical 
 Schools and Institutes. The Royal Higher Naval School of Genoa, the Royal 
 Industrial Museum of Turin, a number of Royal Higher Schools of Commerce, 
 Elementary Commercial Schools, a large number of Industrial Schools of Arts and 
 Crafts, several Higher Schools of Art Industries, a large number of Elementary Art 
 
A GENERAL VIEW OF THE SUBJECT. 81 
 
 Industrial Schools and Industrial Drawing Schools, a number of Commercial and 
 Industrial Schools for Women, &c., are administered by the Political Chief of the 
 Department of Agriculture, Industry, and Commerce. The Museum is a State Insti- 
 tution ; but other institutions are subsidised by the State, supported by local authorities, 
 the Province or Commune, by Chambers of Commerce, by Workmen's Associations, &c. 
 
 Belgium, neither absolutely Latin, Scandinavian, nor Teutonic, but a northern 
 temperate-zone race which combines something of the characteristics of these three 
 distinct Aryan strains, has adopted a very specialised system of instruction. The aim of 
 the Ecolcs Profession dies differs, for instance, very greatly from that of the Industrial 
 School. Thus, while it does not neglect to inculcate the importance of the theoretical 
 knowledge which is essential to the best exercise of his calling, it keeps the practical 
 education of the pupil in his calling primarily in view. The aim of such schools may 
 therefore be said to be (i) to afford a practical education to various occupations ; (2) to 
 make young people and workmen familiar with the most recent, perfect, and advan- 
 tageous processes in their callings ; (3) to raise the economical level and material 
 condition of workmen ; and (4) to enable workmen to pass readily from one calling to 
 another, which is often necessary, owing to great industrial transformations. 
 
 Holland, the near neighbour and one-time historic partner of Belgium, has 
 quite a different meaning for the term "industrial" from that applied to the word in 
 English-speaking countries. The Industrial School for Girls, at the Hague, for 
 instance, has for its aim the training of girls, between the ages of thirteen and eighteen 
 years, in usefulness in the home, or as servants and shop-girls, and the giving of them 
 practical instruction in such branches as will fit them for the duties of housewives. 
 Millinery, Dressmaking, Embroidery, Ironing, ordinary Book-keeping, Knitting, 
 Darning, and renovating and repairing old but valuable carpets are among the subjects 
 taught. There is also a House-keeping School at the Hague for young ladies, with a 
 view of preparing them to become efficient household managers. In this city there is 
 besides a Crafts and Professional School for boys between the ages of thirteen and 
 sixteen years, in which are taught House-painting and Decorating, Eurniture-making, 
 Clay-modelling, Carpentering, Blacksmith's Work, and the work of Machine Shops 
 This School is maintained conjointly by the Province, the City, and the Government. 
 
 Norway has a State institution in Kristiania in which much of the instruction is 
 free, and where a charge is made it is a very light fee. Drawing, Designing, and 
 Modelling are the chief subjects taught on the theoretical side, and these are practically 
 applied to the Building and Finishing Trades. The Industrial Art School does not 
 profess to be an Art School of the Higher Grade, but is intended to benefit those 
 students who are artistic in their tastes, and who desire to excel in the trades which 
 they have selected. In the Institution referred to, the students are sent out into the 
 city to take measurements of a building, and when they return are required to draw the 
 building to a plan, show elevations and sections, prepare specifications, and make all 
 F 
 
82 TECHNICAL EDUCATION. 
 
 the necessary preparations prior to handing the building over to the constructive 
 tradesmen, who, in their turn, deal with the structure in their class-rooms. The 
 cabinet-maker is engaged in making suitable furniture, the upholsterer is employed on 
 his finest work, and the art decorator is occupied with some beautiful nature-designs in 
 tapestries and panels, showing a harmonious blending of colours, and affording scope 
 for displaying taste. 
 
 At Goteborg, Sweden has a Sloyd School which is attended by girls from 15 to 
 18 years of age, and in which Drawing, Modelling, and Wood-carving are taught. The 
 attached Museum contains choice specimens in glassware, porcelain goods, inlaid 
 furniture, rich carvings, and beautiful models; and the effect of these specimens, &c. , 
 upon the work of the pupils is clearly to be seen. The object of the Lower Technical 
 Schools in Sweden is the preparation of the student for industrial callings, and the 
 affording of theoretical and practical knowledge of a technical character. The oldest, 
 at Malmo, dates from 1853, and there exist three others, respectively at Norrkoping, 
 Orebro, and Borasat, at which last-named town is a Weaving School. Sweden possesses 
 also Technical Schools at Eskilstuna and Stockholm, and has made ample provision 
 for instruction in various life-callings, such as Mechanics, Millers, Boiler-makers, 
 Ship-builders, Bridge-builders, Ironfounders, Electro-Technical workers, &c. Educa- 
 tional .Sloyd is a great feature in all Swedish instructional schools. 
 
 Technical Education is not very advanced in Finland, nevertheless a sound 
 beginning has been made by the manual training (Sloyd) in the Elementary Schools. 
 The Einnish Polytechnic had its origin in a Technical School founded in 1849. It is 
 an Institute of University Grade, with four years' Courses in Architecture, Civil 
 Engineering, Mechanical Engineering, Chemical Technology, and Land Surveying. 
 
 In St. Petersburg, the capital of Russia, a vigorous effort is made to educate the 
 artisan both generally and practically ; and no one could fail to realise the immense 
 advantage which students so trained have over those educated by apprenticeship to the 
 ordinary tradesman. The Tsessarevitch Nicolas Lower School for the training of boys 
 as artisans is the oldest and largest of six similar institutions in the city of St. 
 Petersburg. Pupils are admitted between the ages of 12 and 15 years, on the con- 
 clusion of the four years' Primary Course. The work is divided into two large sections, 
 namely, Mechanical Engineering and Working in Wood, to which lately have been 
 added Classes in Watchmaking and Optical Mechanics. 
 
 There is no country, no matter how backward in the scale of national progress, 
 which has not awakened to the necessity of Specialised Instruction in some form or 
 other, be that country decadent European Portugal, or newly-born Asiatic Japan, in 
 which it may be regarded as absolutely in its infancy. These Japanese Schools are 
 classed as Apprentice Schools, for children of 12 years of age and upwards, and 
 Industrial-Technical Schools, with a course, nominally, of three years, which may, 
 however, be prolonged to four. 
 
1 1 "Twenty- five Years Technical Educa- 
 tion in New South Wales. 
 
 FOR the following information respecting Technical Education in the past in New South Wales, 
 the writer is indebted to G. Hooper, Esq., Assistant Superintendent, and Norman Selfe, Esq., 
 Member of Inst. C.E. Both gentlemen have been closely associated with Technical Education 
 in this State for many years, Mr. Selfe as Chairman of the late Board of Technical Education, 
 and Mr. Hooper as Registrar of the Sydney Technical College, and both are thoroughly con- 
 versant with the subject : 
 
 Some forty-four years have elapsed since the work of Technical Education began in 
 Sydney, and its inception can be traced to those who formed the Committee of the Mechanics' 
 School of Arts as far back as 1865. 
 The first class for Mechanical Drawing 
 was conducted by Mr. Norman Selfe 
 (afterwards a member of the Board of 
 Technical Education and Acting Presi- 
 dent of the same). In 1869 Mineralogy 
 and Geology classes were started, and 
 in the following year a School of 
 Design. No additional subjects were 
 added until 1871, when Chemistry 
 classes were formed. The work steadily 
 progressed for six years, during which 
 time the attendance and popularity of 
 the classes warranted a movement to 
 found a Working Men's College. This 
 proposal emanated from Mr. E. Dowling 
 in 1873, who afterwards became Sec 
 retary to the Board of Technical Edu- 
 cation. The Committee of the Sydney 
 Mechanics' School of Arts was favour- 
 ably impressed with this idea, and 
 secured additional land at the rear of 
 the School of Arts building for pur- 
 poses of providing class-rooms for 
 
 imparting technical instruction. For NORMAN SELFE, M.I.C.E., 
 
 three years several Committees of the 
 School of Arts deliberated upon the 
 necessity for increased class accommodation, but no definite steps were taken until 1878, 
 when Parliament granted 2,000 towards the inauguration of a Technical College. 
 
 Teacher of the first Mechanical Drawing; Class in 18B5, and Chairman 
 of the late Hoard of Technical Education. 
 
TECHNICAL EDUCATION. 
 
 Among the very first instructors appointed was Mr. W. A. Dixon, F.C.S., F.I.C., who 
 had charge of the Department of Chemistry. 
 
 The first Instructor in Art under the School of Arts regime was the late Mr. Phillips, 
 a talented South Kensington student. Mr. Phillips was followed by that extraordinary genius, 
 the late M. Lucien Henri. This gentleman was, from his first appointment, a strong advocate 
 for teaching drawing from the round, as opposed to drawing from the flat, which had then many 
 supporters. The Committee endorsed the view of the Instructor, and imported a valuable 
 series of casts for the drawing classes. Subsequently the Committee was enabled to supply 
 copies of many of these casts to the High and Superior Schools under the Department of Public 
 Instruction, to educational establishments in the adjoining Colonies, and at cost price to many 
 private schools}m New South Wales. 
 
 During the previous year the members 
 of the School of Arts authorised the expendi- 
 ture of 5,000 to provide further accommoda- 
 tion. The number of students largely increased, 
 and other subjects were added to meet the 
 demand. For five years the Technical College 
 worked on, notwithstanding the limited funds 
 at its disposal. In 1879 a Technological 
 Conference was held under the Presidency of 
 the late Sir Henry Parkes, when Mr. Justice 
 Windeyer, Mr. Norman Selfe, Mr. John 
 Sutherland, and others addressed the meet- 
 ings. (The last three named gentlemen were 
 appointed members of the Technical Educa- 
 tion Board.) Several important matters were 
 discussed, among which was the necessity for 
 the Government to bring forward a bill 
 dealing with Technical Education. The work 
 of the College assumed larger proportions, 
 and its usefulness was recognised by the 
 Stuart Government through the Hon. G. H. 
 Reid, who was then Minister for Public 
 Instruction. 
 
 In 1883 the management of the Technical College was transferred from the Committee 
 of the School of Arts to a Board appointed by the Government. This Board consisted of 19 
 members, among whom were Mr. E. Combes, President ; Mr. E. Dowling, Secretary ; and Mr. 
 Owen Blacket, now Lecturer in Charge of the Department of Mechanical Engineering. 
 
 Technical Education now received unremitting attention, and the Board furnished 
 recommendations to the Minister of Public Instruction regarding Elementary Science and 
 Art teaching in Primary Schools, and its continuation in Technical Schools. 
 
 THE RIGHT HON. G. H. REID, P.C. 
 
TWENTY-FIVE YEARS IN NEW SOUTH WALES. 
 
 OWEN BLACKET, 
 
 Mem her of theoM Board of Technical 
 Education, now Lecturer in 
 charge of the Department of 
 Mechanical Engineering. 
 
 The class-rooms at the School of Arts were soon found 
 to be inadequate, and a large building in Sussex-street (known 
 afterwards as the Technical Institute) was rented by the 
 Board. Rooms were also engaged in the Royal Arcade for 
 Cookery classes as well as class-rooms at the Public School in 
 Castlereagh-street for teaching Commercial Subjects. 
 
 The work of Technical Education was not confined to the 
 metropolis, for meanwhile itinerant lecturers had been engaged 
 to visit the country towns, deliver lectures, and obtain names 
 of intending students. Wherever sufficient support was given 
 classes were formed, and this resulted in the establishment of 
 branch Technical Schools at Bathurst, Goulburn, and Newcastle. 
 At each of these centres a resident master was appointed, who 
 devoted himself entirely to the formation and conduct of either 
 Science, Art, or Commercial Classes. Outlying districts were also 
 considered, and classes inaugurated there. 
 
 Technical Education was becoming known among the artisans, and numerous applica- 
 tions were received for instruction in trade subjects. Carpentry, Masonry, and Bricklaying 
 classes were started, and others connected with Engineering. On the nth December, 1884, 
 the Board requested the Government to commission the President to visit and inquire into the 
 Technical Institutions in Great Britain and the Continent. When Mr. Combes returned, he 
 presented a very able report to His Excellency the Governor, which was printed by order of 
 Parliament, and circulated throughout the colonies. 
 
 In 1884 students' works were forwarded to the National Competition of the Science and 
 Art Department of Great Britain, which secured one bronze medal and six prizes. For several 
 succeeding years the awards were equally meritorious. 
 
 The heads of the various departments of the College were in the same year asked to 
 consult together and submit a curriculum. The outcome of their recommendations was the 
 publication of the first Calendar for the year 1885. On the 4th May of that year, the Minister 
 of Public Instruction intimated that he was of opinion that a site for the erection of a Technical 
 College should be procured. The Board, acting on this intimation, and after careful inquiry 
 and consideration, suggested the purchase of an area of land adjoining Ultimo House, the 
 property of the late Mr. John Harris, of Shane's Park. In the following June, the late Dr. 
 Renwick received a deputation from the Board urging the purchase of the site. The Minister 
 promised to submit the matter to the Cabinet at the earliest opportunity, but the land was not 
 secured until October, 1889. 
 
 In September, 1885, the Committee of the City and Guilds of London Institute was 
 asked to extend its system of Technological Examinations to this Colony, and the first exami- 
 nations were held in 1887. 
 
 On 30th June, 1886, at the request of the late Hon. Arthur Renwick, M.D., a draft bill 
 was submitted to him to incorporate the Board of Technical Education, as the omission to 
 define its powers had militated against its administration and work. 
 
86 TECHNICAL EDUCATION. 
 
 The annual grants voted by Parliament enabled the Board to expand each year, and 
 from time to time special sums were set apart for the purchase of apparatus. Gradually the 
 classes were being equipped, and whenever opportunities offered, models of machinery and 
 appliances of the best make were secured. The need of a technical library was felt, and a number 
 of books was bought which formed the nucleus of the present library. 
 
 The Board did not confine itself to theoretical instruction, for whenever possible, practical 
 work was insisted upon. On the 6th September, 1886, His Excellency, Lord Carrington, opened 
 the workshops, which were situated in Kent-street, immediately at the rear of the Technical 
 Institute. The late Mr. H. C. Russell, B.A., F.R.S., the Acting President, delivered an interest- 
 ing address. Amongst those present were the Minister of Public Instruction and the Under 
 Secretary, members of Parliament, representatives of the various trade societies, &c. The 
 workshops were fitted with such machinery as would supplement the theoretical instruction 
 imparted to students in the mechanical classes. The rents paid for buildings now amounted 
 to 3,000, and the individual students attending the Sydney Technical College exceeded 
 1,000. 
 
 The large hall in the Mechanics' School of Arts was engaged four evenings each week 
 for the delivery of popular lectures on Science and Art subjects. No charge was made for 
 admission, for these lectures were intended for working men, and to induce students to join 
 the classes. 
 
 An Instructor in Agriculture was appointed, who, in addition to carrying on classes 
 at the Technical College, also visited country districts and delivered lectures. These lectures 
 were well attended by those following agricultural avocations. On nth June, 1886, a deputation 
 waited on the Colonial Secretary to request that a sufficient area of ground adjoining the Boys' 
 Reformatory at Bankstown be set apart for an Agricultural and Veterinary School. In the 
 same year Mr. A. Kethel, a member of the Board, carried a motion in Parliament for the 
 establishment of Agricultural Colleges. The Instructor in Geology arranged lecturing tours in 
 the mining districts. After the lectures the miners were assisted by giving them useful and 
 simple methods for testing minerals. 
 
 At the request of the Minister of Public Instruction, the Board collected a number of 
 works executed by the students in the Sydney Technical College and branch schools to illustrate 
 their courses of study, and forwarded them to the Melbourne Centennial Exhibition. A 
 separate court, 50 feet by 60 feet, was set apart for the exhibits, which were principally from 
 the Art, Architectural, and Engineering Departments. The quality of the exhibits compared 
 favourably with those from other places. 
 
 The staff now included 9 instructors, and 41 teachers, 3 science and art masters, and 14 
 teachers and assistants at the branch schools, making a total of 67 persons. 
 
 On the expiration of the lease of the School of Arts Buildings, the headquarters were 
 removed on the ist November, 1888, to the Temperance Life Buildings in Pitt-street. In the 
 following year the Hon. J. H. (now Sir Joseph) Carruthers, Minister of Public Instruction, who 
 has always taken a deep interest in Technical Education, resolved, with the concurrence of 
 he Cabinet, to place the work of the Technical College under the control of the State. On 
 t 
 
TWENTY-FIVE YEARS IN NEW SOUTH WALES. 87 
 
 6th November, 1889, a special and last meeting of the Board was held, when the Minister, 
 accompanied by the late Mr. Edwin Johnson (Under Secretary), and Mr. F. Bridges (Deputy 
 Chief Inspector), who was to be the Superintendent, attended to take over the direct control 
 of the Sydney Technical College and Branch Schools. On the I5th of the month the Board 
 was dissolved by proclamation, and Technical Education established as a branch of the Public 
 Instruction Department. 
 
 The classes had now reached to 119, and the first step taken by the Department was to 
 provide suitable accommodation for them. The site which had been recommended by the 
 Board was purchased, and the work of preparing plans for the Sydney Technical College was 
 begun. 
 
 At the beginning of 1890 a Branch School and School of Mines was established at Broken 
 Hill, but the attendance was disappointing. West Maitland was also recognised, and a branch 
 school formed there. Cookery in country towns received attention, and Goulburn was first 
 visited, classes being carried on with success. 
 
 Technical Education made rapid strides under the new conditions, and the enrolments 
 reached 6,580. In the following year the workshops in Kent-street were given up and trans- 
 ferred to their new and permanent home in Ultimo. Although the transfer appeared to be 
 detrimental, the classes more than maintained their averages. This was the first step towards 
 consolidating the work. Travelling lecturers in Geology, Horticulture, and Bee Culture were 
 also appointed, and applications for their services were numerous. At Petersham a com- 
 modious building was secured for the technical classes there, and a good site was purchased 
 at West Maitland at a cost of 4,000. Through the instrumentality of Mr. Carruthers, some 
 5,000 worth of the latest improved machinery was obtained from England for the Electrical 
 Engineering, Mechanical Engineering, Chemistry, and Physics classes. The work steadily pro- 
 gressed and 8,466 enrolments were received, showing an increase of 1,886 over the previous 
 year. During this year a Department of Sanitary Engineering was formed. 
 
 During the year ending in 1900, good progress was made. The individuals attending 
 the classes were 8,625, as against 7,647 for the previous year an increase of 978. The tota' 
 number of classes in operation was 264. The students examined at the end of the year numbered 
 4,292, of whom 3,339, or 77-7 per cent., were successful. At the technological examination of 
 the City and Guilds of London Institute 23 students of the Technical Colleges were examined, 
 of whom 19 passed. 
 
 During 1900 new Technical Schools had been opened at Grafton for Freehand, Model, and 
 Perspective Drawing, and at Chatswood for Book-keeping. Several Shorthand classes were 
 arranged in the near suburbs for pupils attending the Public Schools. These classes were held 
 c fter school hours, under technical teachers. 
 
 The total amount expended on Technical Education, including 4,618 143. id. spent on 
 Technological Museums, amounted to 36,696. 
 
 The congested condition of many of the trade classes, which had been previously reported, 
 still remained, and there seemed no possibility of relieving it until the premises were enlarged. 
 
 A new building was in progress for the Goulburn branch. 
 
88 TECHNICAL EDUCATION. 
 
 At the centres Albury, Broken Hill, Bathurst, Granville, Goulburn, Newcastle, and 
 Maitland, there were evidences of the growing popularity of the technical classes, for the enrol- 
 ments increased. The manual training classes continued to be well patronised. No fewer than 
 915 enrolled, including the students in training. The pupils were drawn from thirty-eight 
 schools. 
 
 Field work for the students attending the classes in Geology was instituted, and excellent 
 results were obtained. The lectures were thus made more profitable and intelligent. Supple- 
 mentary courses of practical geology were given in the laboratory. 
 
 The year 1901 was marked by the large increase in the enrolments, which reached 12,267 
 for all classes ; and the Staff comprised 12 lecturers in charge of departments, 7 resident masters 
 in charge of branch colleges, 94 teachers, and 20 assistant teachers a total of 133 persons. 
 
 The new building for the Technical College at Goulburn was completed, at a cost of 8,081. 
 A portion of the new College at Broken Hill was occupied ; and classes were established in Coal- 
 mining, Geology, and Mine Surveying in the Illawarra District. 
 
 During the year, in view of the overcrowded state of the classes and the number waiting 
 admission, it was decided to adopt a rule giving precedence First, to persons employed in the 
 profession, trade, or business to which the class instruction specially related ; secondly, to persons 
 in other employments to which the instruction would be an auxiliary; and thirdly, to other 
 applicants. (This procedure has now been practically discontinued, the need for it not being 
 so urgent, and students are taken in order of application.) 
 
 Science Lecture Courses were given by the Resident Science Masters at Bathurst and 
 Goulburn to the elder pupils attending the Public Schools there. Shorthand and Elocution were 
 also taught to 570 school pupils. Ten workshops were in existence during this year, and instruc- 
 tion in Manual Training was provided for 866 pupils. Instruction in Physics was given to the 
 pupils of the Boys' High School, and to the male students in training. The link between the 
 Public Schools and the Technical Branch was thus becoming more complete. 
 
 The development of the previous year continued during 1902. The enrolments increased 
 from 12,267 to 13,680. Of the total enrolments 2,077 were in the day classes, and 3,826 night 
 classes which were held at the Sydney Technical College, and attended by 1,153 females. Two 
 important classes Veterinary Science and Pharmacy were discontinued owing to small 
 attendance. Mr. F. Wright had conducted the classes in Pharmacy for upwards of eighteen 
 years. Classes for instruction in Meat Inspection and Sanitary Law were added to the Depart- 
 ment of Sanitation, and an Advanced Joinery class was instituted during the year. 
 
 The inauguration of Day Engineering classes was an important feature of the year. A 
 systematic course, extending over three years, was arranged, and students who passed the 
 prescribed yearly examinations were awarded a diploma. There were forty-four who entered 
 the course, and twenty-four passed. 
 
 It was still found that the existing buildings were inadequate to meet the demand for 
 instruction. Representations were made for increased accommodation, and the purchase of 
 the property adjoining the College premises was again urged, but the efforts were not 
 successful. 
 
TWENTY-FIVE YEARS IX NEW SOUTH WALES. 89 
 
 A large number of books was added to the reference library, which was well attended 
 by the students. The works of reference numbered over 4,000. 
 
 There were thirty-five new classes opened, making a total of eighty-six for pupils attending 
 the public schools. 
 
 -Mr. Norman Fitz, B.E. (Department of Mathematics), Mr. James F-orde, B;A., B.Sc. 
 (Department of Chemistry), and the Misses B. G. Langemeir and Mabel Sandes (Cookery) were 
 added to the Staff. 
 
 During the year the suburban classes were increased by seventeen. 
 The number examined was 4,931, or 83 per cent, of the total enrolments. 
 Notwithstanding the taxed accommodation, there was a noticeable advance in the number 
 of students attending the technical classes during 1903. The enrolments rose to 16,561, and 
 these figures indicate the substantial growth of the Branch's operations. 
 
 The organised day classes for Mechanical and Electrical Engineering were attended by 
 twelve and forty-two students respectively, making a total of fifty-four students. 
 
 Additional accommodation was provided for the Plumbing Students, whereby the enrol- 
 ments could be increased by 100 students. Also a laboratory was erected for the dynamos and 
 storage batteries. Classes in Printing Composing and Machining were opened during the 
 year, and the students were housed in a temporary structure. 
 
 Mr. R. C. Simpson, A.K.C., was appointed to the charge of the Electrical Engineering 
 Department, and Mr. C. Siissmilch was promoted to Teacher of Geology, Mineralogy, and Mining, 
 also Messrs. A. H. Stewart, B.E., as Teacher of Metallurgy and Assaying, S. J. Johnston, M.A., 
 B.Sc., as Teacher of Physiology, and J. V. Barker and W. S. De Wilde as Teachers of Composing 
 and Machining Classes respectively, were added to the teaching staff. 
 
 At the request of the authorities of the Hobart Technical School, students of that institu- 
 tion, to the number of 105, were examined, of whom 79 passed and received the Sydney 
 Technical College Certificates. 
 
 The examinations in connection with the City and Guilds of London Institute were also 
 held, and of fifty-one persons examined, twenty-seven were successful. 
 
 In the country branches steady progress was reported as the results of the year's work. 
 
 The figures for 1904 show that the number enrolled exceeded the enrolments for the 
 
 previous year. There were 16,589 as against 16,561, although the actual individuals were less. 
 
 New classes were established, the majority (84) being formed for pupils attending th" 
 
 public schools. 
 
 Several important changes in the staff took place. Mr. J. Forde, B.A., B.Sc., was trans- 
 ferred from Sydney to Broken Hill as Resident Master; Mr. W. J. C. Ross, B.Sc., from Bathurst 
 Technical College to the Sydney Technical College, as Lecturer-in-charge of Department of 
 Chemistry and Metallurgy: Miss A. M. Monro was appointed as Teacher of Cookery; and 
 Mr. B. B. Loel, G.M.V.C., as Teacher of Veterinary Science. 
 
 The ordinary technical classes in the country decreased from 249 to 248. 
 The first three years' course of the day classes in Mechanical and Electrical Engineering, 
 formed in iqo2, was completed. Eleven students passed the final examination, an ' became 
 
90 TECHNICAL EDUCATION. 
 
 entitled to the College diploma. Mr. A. B. B. Ranclaud, who passed with distinction, won a 
 P. N. Russell scholarship at the Sydney University. 
 
 The industrial depression had a serious effect upon the country classes, consequently 
 the attendance fell from 4,200 to 3,807. At the Central College the enrolments only reached 
 5,934, and the decrease is attributed to the idea which prevailed that the classes were 
 full. 
 
 The total expenditure for 1904 was 38,847. 
 
 At the annual examination 4,290 students presented themselves, and 2,755 were successful. 
 The percentage of passes was 73. 
 
 Ninety students at the Hobart Technical School were also examined, and 65 per cent, 
 of the examinees passed. 
 
 There were forty-six candidates for the City and Guilds technological examinations, 
 of whom thirty-four succeeded in satisfying the examiners. 
 
 The work of the Technical Education Branch embraces matters relating to (a) Sydney 
 Technical College, (b) Country and Suburban Schools, and(c) Public Schools. In 1905 there was 
 a falling off in the number of classes from 647 to 625, the enrolments and fees consequently were 
 less than for 1904. 
 
 Several changes were made in the teaching staff. Mr. James Nangle, F.I. A., was appointed 
 Lecturer in charge of the Department of Architecture, vice Mr. Cyril Blacket, resigned. Mr. 
 James Hanley was transferred from the Newcastle Technical College to take charge of the Fitting 
 and Turning classes at the Central College. Dr. T. W. Sinclair was appointed Lecturer in Sanitary 
 Law and Infectious Diseases, vice Dr. Stokes resigned. 
 
 The Superintendent made an attempt to interest various country towns in the question 
 of Technical Education by addressing circulars to municipal bodies. The response, however, 
 was disappointing. 
 
 The matter of making fuller provision for the educational training of teachers, both 
 from a theoretical and practical standpoint was considered, and developments in this direction 
 took place in several oi the science courses, more particularly in Botany and Zoology. In 
 Physiology a course of practical work was introduced, and students are now required to pass 
 in both theory and practical work to become eligible for a certificate in the subject. 
 
 The technological examinations in connection with the City and Guilds of London Insti- 
 tute were discontinued. 
 
 Eleven of the day engineering students qualified for the diploma in Electrical and three 
 for Mechanical Engineering. Mr. E. P. Norman, the student who passed with great distinction . 
 won a P. N. Russell Scholarship at the Sydney University. 
 
 The accommodation was again made a matter of special representation, and it was 
 pointed out that so far as the Sydney Technical College buildings were concerned, they not only 
 gave no proper opportunity for the teaching of a number of subjects, but also actually did not 
 accommodate applicants anxious to enter. The State had really to refuse to provide technicaj 
 education for its sons and daughters. The Science and Engineering Departments needed to be 
 extended and properly equipped with up-to-date appliances. 
 
TWENTY-FIVE YEARS IN NEW SOUTH WALES. 
 
 At the end of 1905 there were 3,741 volumes in the library, besides 1,067 bound periodicals ; 
 although there was money voted for the library each year, the reference books obtained were 
 proportionately small compared with the number of branch colleges to be supplied. 
 
 The early history of technical education in this colony must always be associated with 
 some few men who were far-sighted enough to perceive the enormous influence for good which 
 would be exerted on the industrial prospects of the country by a thorough training in the 
 " mechanic arts," of the youth and manhood of the community. The names of several of those 
 have been already mentioned, but prominently among all of them stands that of Sir Joseph 
 Carruthers, who, when Minister of Public Instruction, inaugurated the Technical Education 
 Branch of that Department, and erected the splendid buildings in which the work is now being 
 carried on. 
 
 Sir Joseph Carruthers was born in Kiama in 1857, and spent the early years of his life 
 there, but while still a young 
 boy came with his parents 
 to Sydney, where his school- 
 day experiences began at 
 the William-street and Fort- 
 street schools. It is most 
 interesting to recollect that 
 at that time the head master 
 of the latter school was the 
 late Mr. F. Bridges, who was 
 appointed by the then Mr. 
 Carruthers first Superintend- 
 ent of Technical Education. 
 When only ten years of age 
 Sir Joseph Carruthers left 
 school to take a position in 
 a Sydney warehouse, but 
 after twelve months his 
 health gave way, and he 
 was sent to Mr. Metcalfe's 
 school at Goulburn. where 
 he remained three years. 
 The change thoroughly re- 
 stored his constitution, and 
 in 1872 he matriculated at 
 the Sydney University, and 
 entered on what proved to 
 be a most successful acade- 
 mic course. The pursuit of THE HON SIR JOSEPH CARRUTHERS. 
 
9 2 TECHNICAL EDUCATION. 
 
 learning did not absorb the whole of Sir Joseph's time during his college career, for he was one 
 of the most valued members of the 'Varsity " A " Football Team, and a crack batsman of the 
 Cricket Club in its palmy days. He is to-day as interested in sport as ever, and has the 
 reputation of being an expert with gun and rod. 
 
 After graduating at the early age of eighteen years he spent three years under articles 
 to a leading firm of solicitors and was then admitted to the practice of his profession, in which 
 it may be confidently affirmed, no man has borne a more honored name. 
 
 His political life began in earnest when, in 1887, he was returned for Canterbury at 
 the head of the poll by the remarkable majority of 4,300 votes a majority that steadily 
 increased till at the election of 1891 it reached the immense number of 7,300 votes. In 
 the Legislative Assembly he occupied a position of influence and respect, inasmuch 1 as he is 
 recognised as a keen, yet courteous, debater, as well as being especially expert in the framing 
 of legislation. 
 
 Sir Joseph Carruthers' first office as a Minister of the Crown, was when, in 1889, under 
 the leadership of Sir Henry Parkes, he took charge of the Department of Public Instruction. 
 Then it was that he established the present Department of Technical Education, and, by his 
 now famous master-stroke of policy, built the Technical College and the Technological Museum. 
 Equally important as the efforts he has made on behalf of Technical Education are those dealing 
 with the lands of the colony. He holds strongly to the view that in the land question is to be 
 found the solution of many of the grave problems of the day. On accepting office under 
 Mr. Reid as Secretary for Lands he set himself to work to reform the then existing law in 
 elation to the alienation and occupation of the Crown Lands, and the result of his labours was 
 the passing of the Crown Lands Act of 1895, of which he was the author. This measure has 
 been generally recognised as the most liberal ever passed. It introduced new methods of 
 acquiring land, such as homestead selection and settlement leases, and altogether the Carruthers 
 Act has marked an important advance in the history of land legislation in New South Wales. 
 Under this law agricultural settlement has proceeded at an unprecedented rate in the Central 
 Division of the colony, and an extraordinary demand for suitable land for agriculture has sprung 
 up. By this measure alone he has rendered substantial service to the country. His magnificent 
 work as Premier of the Carruthers Governments is too recent and fresh before the world to 
 need reference here, but amid all his great work he has always maintained his interest in the 
 College, and but for the serious illness which compelled his resignation from his second Premier- 
 ship, would have shown further practical sympathy by providing the much needed extra 
 extension, and so completing the magnificent buildings which will ever remain as a monument 
 to his fearless energy and far-seeing foresight. 
 
 Since Sir Joseph Carruthers took over Technical Education, constituted it a special 
 branch of the Department of Public Instruction, and placed it under the control of a 
 specially appointed administrative head, there have been (exclusive of the present occupant 
 of the position) five Superintendents. One, the first, and perhaps the greatest among them 
 all, has crossed the bourne to a well-earned rest ; the others have been transferred to 
 various positions, but any record of the last twenty-five years of Technical Education in this 
 
TWENTY-FIVK YEARS IX NEW SOUTH WALES. 
 
 MR. MAIDEN. 
 
 .Second Superintendent, from 1WI2 to 1SH8 
 
 CR. MORRIS. 
 
 Third Superintendent, from It93 to 11)01. 
 
 MR BRIDGES, 
 
 First Superintendent, from ISS'.I to 
 
 Fourth Superintendent, from 1901 to 1904. 
 
 MR KNIBBS, 
 
 Filth Superintendent, from 1903 to 1906. 
 
94 TECHNICAL EDUCATION. 
 
 State would be most incomplete without some reference to those gentlemen, all of whom, in 
 a greater or less degree, have helped on the forward march of Technical Education in New 
 South Wales. 
 
 FREDERICK BRIDGES : FIRST SUPERINTENDENT, 1889 TILL 1892. When it was decided 
 to place Technical Education directly under the control of the State, the position of First 
 Superintendent was offered to the late Frederick Bridges, at the time Deputy Chief Inspector 
 of Schools. No better appointment could have been made, and in selecting him for this very 
 important position, those responsible showed very sound judgment. Mr. Bridges worked his 
 way steadily through all the grades of the teaching service, from that of first Pupil-teacher 
 appointed in the State to the Head-mastership of the Model Public School, Fort-street ; 
 then through the various grades of Inspectors, till he finally reached the Under Secretary's 
 chair. His outstanding characteristics were a strong personality, an incisive masterful manner, 
 great powers of organisation, and a wonderful influence over men. All these qualities were 
 brought into action when the great but unconsolidated organisation of Technical Education 
 was handed over to him by the Technical Board of Education in 1889. His name is revered 
 in the College to this day. Of him it may be truly said 
 
 He builded well, not for a rliy, 
 But for all time. 
 
 J. H. MAIDEN, ESQ., F.L.S. : SECOND SUPERINTENDENT, FROM 1892 TO 1893. On the 
 promotion of Mr. Bridges to the Office of Chief Inspector he was succeeded by Mr. J. H. Maiden, 
 who combined the duties of Superintendent with those of the Curator of the Technological Museum, 
 which position he had held for some years. In 1893 he was appointed Director of the Botanic 
 Gardens. 
 
 R. N. MORRIS, ESQ., M.A., LL.D. : THIRD SUPERINTENDENT, FROM 1893 TO 1901. During 
 Dr. Morris's term of office he visited Broken Hill, reported on Technical Education needs, and 
 recommended the erection of a Technical College in that city. The College, which is one of 
 the finest buildings in Broken Hill, was built and opened in his time. The Technical School at 
 Wollongong, with the classes in the immediate coal-mining centres, the Technical School at 
 Albury, various classes in the mining townships round Newcastle and at West Maitland, were 
 established by him. He lectured in various towns in the State, with a view to establishing 
 classes. He strongly advocated the acquirement of more land for the purpose of technical 
 extension, and pointed out the great need there was to provide accommodation for the many 
 students anxious to further their education. Dr. Morris was appointed Chief Examiner under 
 the Department of Public Instruction, and was succeeded in 1901 by D. J. Cooper, Esq., M.A.. 
 Senior Inspector of Schools. 
 
 D. J. COOPER, ESQ., M.A. : FOURTH SUPERINTENDENT, FROM 1901 TO 1904. Mr. Cooper 
 entered on his duties as Superintendent of the Technical College in 1901. During his regime he 
 introduced some important measures, chief of which were (a) Establishment of Day Engineering 
 Classes, 1902 ; (6) Classification of students. Previous to his taking charge there had existed 
 independent day classes. He co-ordinated the various courses of day instruction and established 
 the Day Engineering classes. 
 
TWENTY-FIVE YEARS IN NEW SOUTH WALES. 95 
 
 The classification of students was as follows : 
 (<?) Apprentices. 
 
 (b) Students desirous of obtaining instruction in the trade they had selected. 
 (r) All others. 
 
 Precedence was given to apprentices. 
 
 Mr. Cooper erected the technical buildings at Lithgow, established the workshops at 
 Newcastle, and revived the Printing Classes at the Sydney Technical College. In 1905 he was 
 made Principal Senior Inspector of Schools. 
 
 G. H. KNIBBS, ESQ., F.R.A.S. : FIFTH SUPERINTENDENT, FROM 1905 TO 1906. Mr. Knibbs 
 succeeded Mr. Cooper in 1905. The most important matters inaugurated by him were: 
 
 (a) Introduction of Term Examinations. 
 
 (b) A system of examination by Technical Teachers of the College. 
 
 (c) The effort made to enlist the sympathy and support of municipal bodies throughout 
 
 the State in Technical Education matters. 
 
 (d) The delivery of a series of lectures under the auspices of the Labour Council. 
 
 (e) The securing of a special grant for equipping libraries in country colleges. 
 
9 6 
 
 TECHNICAL EDUCATION. 
 
 l/l.--The Present State of Technical 
 Education In New South Wales. 
 
 THE educational statistics for 1908, which have just been completed, record an aggregate 
 enrolment of 18,490 technical students, and a receipt of 14,176 in fees. The attendance is 
 distributed as follows: at the Central Technical College, Harris-street, Ultimo (Sydney), 7,320; 
 at Suburban Technical Schools, 2,344: at Country Technical Colleges and Schoois, 6,411; at 
 Public Schools in the Metropolitan District, 125; at Suburban Public Schools, 1,109; an< i at 
 Public Schools in the Country Districts, 1,181. 
 
 J. W. TURNER, 
 SUPERINTENDENT OF TECHNICAL EDUCATION. 
 
THE PRESENT STATE IN NEW SOUTH WALES. 
 
 97 
 
 General Description of the Sydney Classes. 
 
 A GENERAL description of the classes as they at present exist in the Central Technical College 
 and its branches, and a brief reference to the present work and conditions of the College appear 
 in the following pages. More information in detail on these points is supplied in a later part 
 of the monograph : 
 
 DEPARTMENT OF AGRICULTURE. 
 
 The Department of Agriculture in the Sydney Technical College has a large enrolment 
 of students. The Syllabus includes Elementary and Advanced Agriculture, Elementary 
 Veterinary Science, and Farriery. In addition to the regular Evening Classes there are an 
 
 THE MAIN FRONT OF THE SYDNEY TECHNICAL COLLEGE BUILDINGS FACING MARY ANN STREET. 
 
 [See plans.] 
 
 Afternoon Class with a very practical course, and Special Classes for Dairy Science. A class 
 in Agriculture is conducted in the Granville Technical School. The subject of Veterinary 
 Science is among the most popular in the College, and in country centres applications for the 
 formation of classes in this subject are numerous. Only one school of Veterinary Science is 
 G 
 
9 8 
 
 TECHNICAL EDUCATION. 
 
 in operation in the country, and that is established in Trangie under the local Medical man, 
 an enthusiast among horses. The question of extending these classes comes within the scope 
 of Technical Education, but the difficulty lies in finding suitable applications for the position. 
 The Superintendent's scheme of itinerary work was vetoed when the Department of Agriculture 
 was formed. 
 
 
 
 DEPARTMENT OF ARCHITECTURE INCLUDING BUILDING TRADES CLASSES. 
 JONES STREET FRONT. 
 
THE PRESENT STATE IN NEW SOUTH WALES. 99 
 
 The Agricultural Continuation School at Hurlstone, Ashfield, near Sydney, has proved 
 a success. The enrolment since it was inaugurated in April, 1907, has reached over 70, fully 
 half of whom are in residence. Three of the students on the completion of the two years' 
 course gained scholarships, and entered the Hawkesbury Agricultural College, where the two 
 years' course is recognised as equivalent to the first year in that Institution. 
 
 The Continuation School at Goulburn has only been in operation a few months. It is 
 the only one of the five Continuation Schools in existence up to date which provides a training 
 in Sheep and Wool. In establishing these schools the chief aim is to orientate the teaching. 
 
 DEPARTMENT OF ARCHITECTURE. 
 
 All the classes in this Department are numerously attended. Quite recently new buildings 
 have been erected for the Architectural students with an arrangement of the floors and class- 
 rooms to permit of concentrated organisation. The ground floor is fitted up with labour-saving 
 machinery, with which students should be acquainted ; the first floor is occupied by, probably ; 
 the largest wood workshop in the Commonwealth; and the second floor contains draughting 
 rooms and a large lecture hall. The College is very largely indebted to the Institute of 
 Architects, Sydney, for the warm interest its members take in this branch of work. 
 
 DEPARTMENT OF ART. 
 
 The teaching of art subjects occupied a very early and a very prominent place in the 
 History of Technical Education in this State. As far back as 1878 M. Lucien Henri conducted 
 classes in drawing under the School of Arts regime. 
 
 The present classes are well attended, the teaching staff is zealous, and there is a fine 
 esprit de corps among the students. 
 
 The latest addition to the Art work of the College is that of Pottery. A full timed 
 teacher is now in charge of the class for Ceramic Art, and opportunity exists for our students 
 to show original work. 
 
 DEPARTMENT OF INDUSTRIAL AND DECORATIVE ART. 
 
 The students attending the classes in the Department of Industrial and Decorative Art 
 are among the most enthusiastic and earnest workers in the College. The classes are arranged 
 to give instruction in the various branches of Decorative Art. The students are afforded an 
 opportunity of gaining instruction useful to them in the particular branch in which they are 
 employed, and also a practical knowledge of other divisions necessary to their advancement. 
 The Syllabus embraces House-painting, Graining and Marbling, Sign-writing, Elementary 
 Decoration, Art Decoration, Illumination, Design. In several subjects the course is for two 
 years, while in some, three years are necessary. 
 
 A class for Decoration of Wood, Metal, Glass, &c., was started in the year just ended, 
 and has been well supported 
 
100 
 
 TECHNICAL EDUCATION. 
 
 BREADMAKING CLASS. 
 
 One of the most important classes established during the year was that of Breadmakmg . 
 A series of lessons dealing with the scientific aspect of the trade was delivered to appreciative 
 audiences of master bakers and operatives. The attendance at the classes has not been up to 
 expectation, but a promise of better support on the part of those for whom the instruction 
 was intended has been made. 
 
 TECHNOLOGICAL MUSEUM HARRIS STREET FRONT. 
 
 The value of the instruction is recognised beyond the limits of our own State, for from 
 distant parts of the Commonwealth and from New Zealand applications for a precis of the 
 lecturer's notes have been received. 
 
 DEPARTMENT OF BIOLOGY. 
 
 This Department includes Botany, Physiology, and Zoology. Classes in the three 
 branches are in existence and the roll is a large one, in which the names of Public School 
 Teachers in the State are very frequently found. 
 
 The course in Botany covers two years ; that in Zoology, two years ; and that in 
 Physiology, one year. 
 
THE PRESENT STATE IN NEW SOUTH WALES. 101 
 
 The recent teacher of Physiology and Zoology has been promoted to the position of 
 Assistant Microbiologist, and two teachers holding the degree of B.Sc. have just been 
 appointed in his place. 
 
 DEPARTMENT OF CHEMISTRY AND METALLURGY AND ASSAYING. 
 
 The Chemical Laboratory which stands in the middle of the College yard, is a plain 
 rectangular one storey building. It has undergone little or no alteration since it was erected, 
 and, in consequence, does not compare favourably with more modern laboratories. It has, 
 however, been, and still is, the scene of much good work. Additions are now in contemplation 
 which will bring it more into harmony with present-day requirements. 
 
 Classes in Chemistry are conducted in the following towns : Broken Hill, Albury, Cobar, 
 Dubbo, Goulburn, Bathurst, Newcastle, West Maitland, Tamworth. 
 
 At the Central College the courses for Inorganic Chemistry (Theoretical) cover a period 
 of three years ; those of Inorganic Chemistry (Practical), ordinary course, two years. There 
 are also advanced courses in Practical Chemistry, two years, and a special course mainly 
 intended for Public School Teachers, who attend on Saturday mornings. The course in 
 Organic Chemistry (Theoretical) lasts for two years, and for Organic Chemistry (Practical) also 
 two years. 
 
 The courses in Metallurgy and Assaying extend over two years. 
 
 The laboratory is open to those students who desire practical lessons in the methods of 
 determining the value, &c., of commercial articles. 
 
 COMMERCIAL DEPARTMENT. 
 
 The Commercial Classes in the College are Book-keeping, Shorthand (Pitman's), Business 
 Correspondence, Caligraphy, and Modern Languages French, German, Italian. 
 
 The instruction is given in the evening. At present students join the class for the subject 
 in which they need instruction, and there is no properly denned commercial course. There 
 are, however, all the conditions in the College and the Museum for a Commercial School. 
 
 DEPARTMENT OF DOMESTIC SCIENCE COOKERY, &c. 
 
 The year just ended has seen considerable extension in the matter of extra accommoda- 
 tion and equipment, and one of the Departments to benefit in this way has been that of Cookery. 
 The improvements in this branch of Domestic Science include class-rooms in Cookery, Laundry 
 work, and Housewifery. There are three well appointed kitchens, a fine lecture-room, a large 
 dining-room, a laundry, and a model room for instruction in Housewifery. The accommoda- 
 tion is already taxed to the utmost, and students are already waiting their turn for admission. 
 
 The students may be classified as follows : 
 
 1. Young ladies undergoing a training for the management of their own homes. 
 
 2. Young ladies undergoing a training as teachers of Domestic Science admission by 
 
 competition. 
 
 3. Young ladies from the Sydney Training College. 
 
 4. Employees engaged in the daytime for the latter a special Evening Course at reduced 
 
 rates is provided. 
 
IO2 
 
 TECHNICAL EDUCATION. 
 
 THE SYDNEY COLLEGE QUADRANGLE. 
 
 From the Main Entrance looking east towards the Harris-street end : Showing portion of the Chemistry Block, the Domestic Science 
 and Cookery Block, entrance to the Women's Handicrafts, the Agricultural Class-rooms and the LIUXP Lecture Hall, and part of the 
 Printing Shop and College Carpenter's Shop. 
 
 [See plans.] 
 
 DEPARTMENT OF WOMEN'S HANDICRAFTS DRESSMAKING, &c. 
 
 The classes included under this branch of Domestic Science are Dressmaking, Ladies, 
 Tailoring, Plain Sewing, Women's Handicrafts, Millinery, &c., and the instruction covers a 
 one year's course, followed by an Advanced Course. There is also a Teachers' Course for students 
 19 years of age and over, who have passed well in the two years. There is a demand in the 
 country for trained teachers from the College, and several of our young girls are now conduct- 
 ing classes in the country towns. As is the case with the other side of Domestic Science, the 
 accommodation for Dressmaking is inadequate even for the present attendance. 
 
 ELOCUTION CLASS. 
 
 This subject has general support in the suburbs, and classes are conducted in several 
 Public Schools in the interests of the senior pupils. There is one class in the Central College. 
 The teachers are generally young ladies who have been trained in the city in one of the schools 
 for voice production. 
 
THE 
 
 UNIVERSITY 
 
 OF 
 
 THE PRESENT STATE IN NEW SOUTH WALES. 
 
 103 
 
 DEPARTMENT OF ELECTRICAL ENGINEERING AND PHYSICS. 
 
 The organised Day Classes, formed in February, 1902, extend over a period of three 
 years, during which systematic instruction is given in such theoretical and practical subjects 
 as are necessary to qualify young men of fair education for the lower branches of Mechanical 
 and Electrical Engineering. Much of the students' time, especially in the second and third 
 years, is devoted to actual practice in the workshops and laboratories of the College. Candi- 
 dates are not admitted under the age of 16 years. An entrance examination in English, 
 Arithmetic, and Algebra is held in January in each year. 
 
 The Evening Classes, to which no entrance examination is required, extend over a period 
 of five years. The Syllabus includes instruction in Geometry, Algebra, Arithmetic, Chemistry, 
 Trigonometry, Physics, Electrical Engineering, Applied Mechanics, Mechanical Drawing, Fitting 
 and Turning. 
 
 - f> 
 
 THE SYDNEY COLLEGE QUADRANGLE. 
 
 From the Main Entrance, looking west towards the Jones-street eiid: Showing portion of workshop ran^e on left/ including the 
 Wool-classing, the I'ntternniakintf .and Plumbing- Workshops, und the large Architectural Buildings forming the end of 
 quadrangle with the Sanitary Engineering Lecture-room and Laboratory and the Erecting- Shop in front with College 
 Plumbers' Workshop and Drainers' Examination Yard. 
 
 [See plans.] 
 
104 
 
 TECHNICAL EDUCATION. 
 
 The buildings are inadequate for the work to be done, and are unsuitable for later 
 development. A portion of them has been condemned, and a plan for better and more modern 
 accommodation is now being prepared. 
 
 DEPARTMENT OF MECHANICAL ENGINEERING. 
 
 Legislation of an intimate and exceptional character affecting the apprentice in this 
 State has constituted the Technical College a portion of the machine for dealing with this 
 very important individual. 
 
 In a recent award of the Arbitration Court, the President delivered the following judgment 
 in the matter of the dispute between the Amalgamated Society of Engineers, Industrial Union 
 of Employees, and the Iron Trade Employers' Association, Industrial Union of Employers : 
 
 " Apprentices and Improvers. All boys shall be apprenticed for five years, either by 
 verbal or written agreement, to learn one of the following trades: Fitter, turner, fitter and 
 turner, smith, coppersmith, brass-finisher, or pattern-maker. Any such written agreement 
 may provide for the transfer of the boy, if the master should be unable to provide him with 
 continuous instruction, to some other employer or employers. A boy may be taken on proba- 
 tion for not more than four months, and if he is apprenticed, such time of probation shall count 
 as part of his five years. If facilities are provided at the Technical College, any boy apprenticed 
 to a Sydney master engineer shall, during at least two years of his apprenticeship, attend on 
 
 SYDNEY COLLEGE QUADRANGLE. 
 
 From the Museum looking west, along Workshop Kange : Showing ]mrt of baek of Cookery Block, the Testing-machine room, Foundry, Fitting and 
 Turning, and Blacksmiths' Workshops, and side of Chemistry building, with the Sanitary and Architectural buildings in distance. 
 
 [See Plans.] 
 
THE PRESENT STATE IN NEW SOUTH WALES. 105 
 
 at least two nights in each week the classes of the said College in engineering or in the engineering 
 trade to which he is apprenticed, the fees thereof to be paid by the employer ; that such boy 
 shall not be admitted as journeyman unless he obtains certificates from the Technical College 
 of having so attended. When a boy is out of his time he may, if he is not yet a competent 
 tradesman, able to earn the minimum wage, work as an improver for not more than two years. 
 During such two years he shall, if paid at time rates, be paid at a rate not less than is. per 
 hour during the first year, and at a rate not exceeding is. ad. per hour during the second year. 
 Every apprentice shall, at the end of his time, be given a certificate of service and competency 
 by the employer in whose shop he has finished his time. 
 
 " Duration of Award. This award shall come into operation on June igth, 1908, or on 
 any subsequent date to which it may hereafter from time to time be postponed, by order of the 
 Court, and shall continue in force for a period of three years thereafter." 
 
 Industrial Disputes Act, Clause 7 (i) Awards, &c. 
 
 "All awards, orders, and directions of the Court of Arbitration, and all industrial agree- 
 ments, current and in force at the commencement of this Act, shall, until rescinded under this 
 Act, be binding on the parties and on the employers and employees concerned 
 
 (a) For the period fixed by the said Court, or by any such award, or order, or agreement ; 
 
 or 
 
 (b) Where no period is fixed, for one year from the first day of July, one thousand nine 
 
 hundred and eight ; 
 and the same may be enforced under the provisions of this Act." 
 
 If this award is to have its due effect, and Clause 7 of the Industrial Disputes Act makes 
 clear what has to be done, then the Technical Colleges will have to stand in very close relation 
 to the apprentice. 
 
 To meet this extra demand, and to provide for the large number of students previously 
 waiting admission, extensive additions have just been made to the Mechanical Engineering 
 workshops, supplying accommodation for another 100 students. The chief improvements 
 consist of a commodious workshop and a large and well-furnished lecture-room. The equip- 
 ment of the workshops generally, has kept pace with the growing popularity of the Depart- 
 ment ; and to-day the various machines for class instruction are acknowledged to be the most 
 modern and most suitable to be seen in the Commonwealth. The Syllabus includes instruc- 
 tion in Mechanical Drawing, Applied Mechanics, Blacksmithing, Patternmaking, Boilermaking, 
 Fitting and Turning, Ironfounding, Slide Rule, Motor-driving, Machine-erecting, the two last 
 named having been introduced quite recently. 
 
 Students are also practically instructed in the strength of materials, and the modes of 
 testing structures and machinery, &c. Two machines are used for this purpose loo-ton, by 
 Buckton & Co., Leeds; 50,000 lb., by Olsen, Philadelphia. 
 
 There are classes in Mechanical Engineering in Newcastle, Goulburn, and Broken Hill 
 The workshop in Broken Hill has recently been fitted up with valuable machinery and 
 apparatus. 
 
io6 
 
 TECHNICAL EDUCATION. 
 
 TECHNKViLCOliEqe 
 
 ULTIMO : SYDNEY _J* 
 
 Ui 
 H 
 
 J 
 m 
 m 
 H 
 
 ^noutTd FTorc 
 
 M A R Y A N N 3 T f=? E E T 
 
 ?00 
 
 DEPARTMENT OF SANITATION. 
 
 This is among the most valuable sections of Technical College work. There are six 
 courses of study, as follow : 
 
 Sanitary Engineering. 
 
 Course A. Practical Lighting, Heating, Cooling, and Ventilation. 
 Course B. Water Supply, Sanitary Fittings and Drainage, Sewage and Refuse Disposal, 
 
 on a small scale. 
 Course C. Municipal Sanitation, Public Water Supply, Sewerage and Sewage Disposal, 
 
 Disinfection, and Nuisance Prevention. 
 
 Course D. Sanitary Engineering (Sanitary Inspector's course). 
 Course E. Elementary Sanitary Engineering (Day Course). 
 
 There are, in addition, Special Courses for Sanitary Law and for Meat Inspection. 
 
 Practical, General, ami Sanitary Plumbing. 
 
 This class is one of the most practical and, at the same time, one of the largest 
 in the College. The work accomplished, both in regard to finish and utility, is acknowledged 
 by master plumbers of the city and by experts from other States to be of the highest excellence. 
 The course extends over a period of four years, and in addition there is a special advanced class 
 
THE PRESENT STATE IN NEW SOUTH WALES. 
 
 107 
 
 for journeymen plumbers and senior students qualifying for the license examination, and for 
 the gold medal annually donated by the Water Supply and Sewerage Board, or qualifying for 
 higher and special work. A practical testing course is held in the Experimental Workshops, 
 but attendance is restricted to advanced students and those of the fourth year only. 
 
 The importance and value of this Department are amply attested by the list of special 
 prizes awarded annually by the Water and Sewerage Board, the Master Plumbers' Association, 
 and others. 
 
 There are classes for Plumbing in Newcastle, Goulburn, Maitland, Granville, and 
 Bathurst. 
 
 DEPARTMENT OF GEOLOGY, MINERALOGY, AND MINING. 
 
 The buildings recently vacated by the students of Architecture are now occupied by the 
 students of Geology, Mineralogy, and Mining. The full course of instruction extends over 
 three years, and consists of lectures and practical classes. Field excursions for practical instruc- 
 tion are held from time to time, on Saturdays and holidays. An Instructor in Mine Surveying 
 has been added to the Central College Staff. 
 
 Classes in Geology and Mining exist in Newcastle, Maitland, and the mining townships 
 in the immediate neighbourhood, and in Broken Hill and Cobar. 
 
 Well-organised classes in Coal-mining and Mine Surveying are in operation in the Coal 
 Centres around the towns of Newcastle, Maitland, and Wollongong. 
 
 Tirol' flopFt FTarz 
 
TECHNICAL EDUCATION. 
 
 SCHOOL OF BOOTMAKING SCHOOL OK LEATHER DRESSING. 
 
 The beginnings of Trade Continuation Schools in New South Wales have been laid, and 
 success has followed the establishment of a School of Bootmaking at Erskineville. In this 
 school are taught the various branches of the trade from the initial step to the finished article. 
 The school is well equipped with most valuable machines, aggregating in value nearly 3,000. 
 
 Negotiations are now complete for the establishment of a School of Leather Dressing in a 
 central position in the city, and there is sufficient interest already to show that the tanners and 
 their operatives will support it. 
 
 TECHNICAL (PLLE.GE 
 
 ULTIMO- SYDNEY 1909 
 
 1110 
 E: 
 
 A movement to establish Trade Schools in the industrial suburbs of Sydney, such as 
 Kedfern, Balmain, Newtown, Marrickville, has been started. In the suburb of Redfern a public 
 meeting with this object in view has been held, and the question is receiving the close attention 
 of the Mayor and Aldermen, supported by the various Mayors and Aldermen of adjacent boroughs 
 and other public men. A public meeting has also been held in Balmain with the same object, 
 but the unanimity existing in Redfern is not evident in Balmain, as there still remains a 
 difference of opinion in the latter suburb regarding a site for such work. 
 
THE PRESENT STATE IN NEW SOUTH WALES. 109 
 
 MATHEMATICS. 
 
 It is surprising how badly prepared in Mathematics the majority of candidates who 
 present themselves at the Entrance Examinations are. The subject is one deserving the most 
 careful attention on the part of our Primary and Secondary School Teachers. If boys are to 
 succeed in the engineering world they must receive a good foundation in mathematical subjects. 
 In the Technical Day School just established within the Technical College, which prepares boys 
 for admission into the Engineering, Mining, or Architectural Departments later, eight hours 
 every week are devoted to Mathematics. It is pleasing to note the large attendance of students 
 in the Evening Classes for this work. The plan of having separate teachers for the Day and 
 Evening Classes in Mathematics in the Sydney Technical College is giving the best results. 
 
 PRINTING DEPARTMENT. 
 
 The two classes under this Department Composing and Machining are very popular 
 in the College. Unfortunately the work has to be carried on under difficulties in regard to 
 accommodation. One of the earliest improvements to be made in the College buildings will be 
 that of new rooms to take the place of the wooden structure which has been condemned. 
 
 Additional classes for other branches of the Printing Trade are now in course of formation . 
 
 LITHOGRAPHY, PHOTOGRAPHY, PHOTO-ENGRAVING CLASSES. 
 
 The classes in Lithography and Photography have been continued throughout the year 
 1908, and that of Photo-Engraving came into operation about the middle of the year. 
 
 The course in Lithography covers two years ; that in Photography two years ; and that 
 in Photo-Engraving three years. In the last class named the first year is devoted to Line and 
 Half-tone Negative making by the Wet and Dry Plate Processes ; the second year to Printing 
 and Line and Tone Etching ; in the third year to Tricolour and Isochromatic Work. 
 
 CLASSES FOR RAIL-CARRIAGE BUILDING AND ROAD-CARRIAGE BUILDING. 
 These two classes have each a two-years' course and they are in operation two nights 
 in each week. A well attended class in the former branch is also held at the Granville Technical 
 
 College. 
 
 CLASS IN SADDLERY, &c. 
 
 This class was instituted last year, and the students meet in the building of the School 
 of Bootmaking, Erskineville. The course of instruction in Saddlery and Harness-making is 
 specially adapted to impart to apprentices a thorough and practical insight of their work, a 
 technical knowledge of the nature of the materials used, and practical demonstration of how 
 to apply them to advantage in the manufacture of the various articles required. The class meets 
 
 twice each week. 
 
 THE DEPARTMENT OF SHEEP AND WOOL TRAINING. 
 
 This great industry of the State is well represented in its largely attended Technical 
 Classes. The applications in 1908 were so numerous that an additional building was rented 
 to accommodate the increased attendance. The instruction given embraces most phases of the 
 work connected with the industry. The classes have been extended to the country, and are well 
 supported in Goulburn, Bathurst, Armidale, Tamworth, Scone, Moss Vale, Young, Dubbo. 
 
no TECHNICAL EDUCATION. 
 
 A class for sheep-shearing machine experts came into existence at the beginning of the 
 year just ended. It was formed for the purpose of preparing much-needed experts capable of 
 driving steam and oil engines, erecting and repairing shearing machinery, and sharpening cutters. 
 It promises to be a popular as well as useful class. 
 
 TAILORS' CUTTING CLASS. 
 
 Among the numerous Trade Classes conducted in the College during the year 1908, that 
 of Tailoring has not been the least important or successful. The course of instruction is designed 
 for persons desirous of learning the art of Tailors' Cutting. Instruction is divided into two 
 courses Ordinary and Advanced both of which may be taken in the year ; but students must 
 take the ordinary course before they are eligible to proceed with the advanced. Students are 
 advised to take a course of Freehand Drawing and to attend the lectures on the anatomy of 
 the human figure. 
 
 Country and Suburban Colleges and Schools. 
 
 BATHURST TECHNICAL COLLEGE was one of the first to be established, under Mr. W. J. C. 
 Ross, B.Sc., and it has been in existence since 1885, Mr. T. C. Dwyer, B.Sc., was appointed 
 Resident Science Master in 1906. The classes were then poorly attended, but now the following 
 subjects are taught : Chemistry (theoretical, practical, and agricultural); Geology; Mineralogy; 
 Assaying ; Physics ; Mathematics ; Art, Elementary and Advanced ; Book-keeping ; Short- 
 hand; Domestic Science ; Cookery; Laundry Work ; Carpentry; Joinery; Wood-carving and 
 Wood-turning ; Plumbing ; and Wool-classing. 
 
 The total enrolments last year were 777. 
 
 The introduction of Wool-classing has met with considerable support, and the instruction 
 is appreciated. The Class has met a long-felt want. 
 
 A connecting link between the Public and other Schools by providing suitable courses of 
 Science Lectures, instruction in Wood-working and Wool-classing has been made, which will 
 serve as a feeder to the Technical Classes later on. The interest of the youths, and girls of 
 the district has, therefore, received practical consideration. 
 
 NEWCASTLE TECHNICAL COLLEGE is situated in the centre of a maritime, mining, and 
 general industrial population. The residents, therefore, find employment in many channels. 
 To meet the circumstances the range of subjects is an extensive one, and has been made suitable 
 for the conditions which obtain. The classes in operation are : Chemistry (theoretical and 
 practical), Mineralogy, Metallurgy, Assaying, Geology, Physics, Mathematics, Coal-mining, Mine 
 Surveying, Applied Mechanics, Mechanical Drawing, Pattern-making, Boilermaking, Black- 
 smithing, Fitting and Turning, Plumbing, Carpentry, Wood-carving, Wood-turning, Dress- 
 making, Millinery, Book-keeping, Shorthand, French, German, and Art (elementary and ad- 
 vanced). 
 
 Pupils of the Public Schools attend the Workshops for instruction in Manual Training, 
 and the elder girls are taught Cookery. 
 
THE PRESENT STATE IN NEW SOUTH WALES. 
 
 1 1 1 
 
 A Technical Continuation School has recently been established, which provides a special 
 course of instruction for lads over 14 years of age, who intend following the trades connected 
 with the engineering industry. 
 
 Special facilities are offered for those engaged in Mining, whereby students can obtain 
 the requisite knowledge to fit them for higher positions. 
 
 The various classes are on the whole well patronised, but the limited accommodation 
 prevents increased enrolment. 
 
 In the surrounding district special classes are established, which are under the direction 
 of the Resident Master. 
 
 The total enrolments for the College and branch classes were 2,091. 
 
 MAITLAND TECHNICAL COLLEGE has been established for many years under the present 
 Resident Master, Mr. Rollings. The classes in operation are : Freehand, Model, Geometrical, 
 Perspective, Mechanical, and Trades Drawing ; Modelling and Advanced Art, Geology, Botany, 
 Chemistry, Building Construction, Carpentry, Wood-turning and Wood-carving, Dressmaking, 
 Cookery, Book-keeping, Shorthand, and Mathematics. 
 
 For students resident in the outlying towns special classes have been arranged, and are 
 conducted either by a member of the College Teaching Staff or by a Local Teacher. 
 
 In this way the requirements of the district are met. The classes are well attended, 
 and no less than 1,357 were enrolled during the year. 
 
 For some years the need of a new building has been felt, and a tender for the erection 
 of suitable premises of most modern design for all classes has been accepted. 
 
 The attendance has fluctuated from year to year, but the support given to the Technical 
 Classes has justified the expenditure of a large sum of money to provide and equip a Technical 
 College. 
 
 GOULBURN TECHNICAL COLLEGE is conducted in a fine building, and provides instruction 
 in several scientific, art, mechanical, and commercial subjects. The requirements of an important 
 .city like Goulburn are varied, as it is surrounded with various interests. There are the agricul- 
 tural, commercial, and manufacturing industries to be considered, and provision made for those 
 engaged in them. Whenever support is forthcoming, the Resident Master, Mr. Sach, has arranged 
 for classes to meet the special needs of those desirous of instruction, hence the many classes 
 which are in operation. The main building is set apart for teaching Chemistry (theoretical and 
 practical), Assaying, Mineralogy, Geology, Mathematics, Physics, Art (elementary and advanced), 
 Mechanical Drawing, Book-keeping, Shorthand, Typewriting, Domestic Science, Cookery, and 
 -Laundry Work. Classes for Carpentry, Wood-turning, Carving, Trades Drawing, and Building 
 Construction are held. 
 
 A special building has been erected for teaching Wool-classing, and the Plumbing and 
 Engineering Trades are housed in a separate building. 
 
 Last year a Technical Continuation School was inaugurated, and at present is poorly 
 attended. 
 
 In country towns the enrolments fluctuate, but the support accorded to the College is 
 good. 
 
ii2 TECHNICAL EDUCATION. 
 
 The enrolments last year reached 1,063, an( i when the building which is in progress for 
 accommodating the Domestic Science Classes is ready for occupation the attendance will be 
 increased. 
 
 ALBURY TECHNICAL COLLEGE is under the direction of Mr. Wm. Powrie, and classes 
 in Freehand, Model, Geometrical, Perspective, and Trades Drawing; Carpentry and Joinery, 
 Wood-carving, Theoretical and Practical Chemistry are held each week. 
 
 Manual Training Classes are also conducted for the elder pupils of the Public Schools. 
 
 As far as practicable the requirements of the district are met, and classes are formed 
 whenever sufficient support is forthcoming. 
 
 Recently Agriculture has been added to the list of subjects, and it is intended to extend 
 the usefulness of the College by providing other classes. 
 
 The enrolments for all classes last year reached 206. For some time the prominent 
 residents have been anxious to secure a new building, but at present the support given to the 
 existing classes does not justify a large expenditure of public money. 
 
 BROKEN HILL TECHNICAL COLLEGE has a large and efficient Staff of Lecturers and Teachers 
 under the supervision of Mr. Jas. Forde, B.A., B.Sc. The building provides for scientific, indus- 
 trial, and commercial classes, in which 1,109 students were enrolled. 
 
 Special attention has been given to the local needs, consequently the provision made for 
 giving instruction in Theoretical and Practical Chemistry, Organic Chemistry, Assaying, Metal- 
 lurgy, Geology, Mining, Physics, Mathematics, and Mine Surveying is of the best, and students 
 are enabled to secure a thorough scientific training, which will fit them for important positions 
 connected with the mines. 
 
 Freehand, Model, Geometrical, and Perspective Drawing are also taught, and to encourage 
 the higher branches of Art, arrangements are made for suitable works to be periodically sent 
 from the Art Gallery, Sydney. The industrial side is also provided for, and Motor-driving, Car- 
 pentry and Joinery, Fitting and Turning Classes are in operation. Domestic Science, including 
 Plain and Advanced Cookery and Laundry Work, also Dressmaking and Millinery, are taught. 
 Thus ample opportunities are afforded to young people who desire to acquire the knowledge 
 which is helpful in their respective callings. 
 
 A most liberal equipment in the Engineering and Physics Department has recently been 
 supplied. In regard to these branches of Technical Instruction, it will not be necessary now 
 for Broken Hill students to go out of their own city. 
 
 GRANVILLE TECHNICAL COLLEGE has been under the charge of Mr. J. B. Brown since its 
 inception. Situated in an industrial centre, the needs of the people have been specially con- 
 sidered. The classes have always received hearty support, and under the guidance of Mr. Brown 
 a solid development has taken place each year. Most of the students are engaged in the engineer- 
 ing and allied trades, consequently the subjects taught are those which bear on the respective 
 industries scattered throughout the district. Classes for Mathematics, Geometrical, Perspective, 
 Mechanical, Freehand, Model, &c., Drawing are attended by a large number of students, whilst 
 the Trade Classes Carpentry, Plumbing, Carriage-building, and Boilermaking are equally well 
 supported. Instruction in Agriculture has also been given for many years, and the class is a 
 
THE PRESENT STATE IN NEW SOUTH WALES. 113 
 
 popular one. Shorthand and Dressmaking are amongst the subjects, and Fitting and Turning 
 and Blacksmithing have been recently added. 
 
 There were 1,041 actual enrolments last year. 
 
 A Technical Continuation School for lads over 14 years of age is in operation. 
 
 COUNTRY AND SUBURBAN CLASSES. 
 
 Out of an aggregate of about 800 classes for Technical Instruction in the State, with 
 an enrolment of upwards of 18,000, there are 103 in the suburbs of Sydney and 435 in the country, 
 with an enrolment respectively of 2,344 arR l 6,411. The classes connected with Public Schools, 
 not included in the above, number 125, with an enrolment of 2,415. 
 
 COUNTRY COOKERY CENTRES. 
 
 The extension of Cookery Classes into the country has been gradual. There is con- 
 siderable demand for this form of instruction, and at the present time fully twenty centres 
 are asking for teachers. Classes for technical students and the senior girls of our Public 
 Schools are established on the group system. In a few towns the Technical Classes have not 
 received the support which should have been given ; the Public School Classes are generally 
 well attended. The itinerant teacher of Cookery spent the latter portion of the year in estab- 
 lishing classes on the Northern Rivers. She is now engaged in similar duties at Cooma and 
 Queanbeyan. Permanent teachers will be appointed to these districts when available. The 
 latest centres formed are Armidale Hillgrove and Glen Innes Tenterfield Emmaville. The 
 Minister has recently approved of the following centres, and work has been commenced: 
 
 Woonona Bulli Corrimal. 
 
 Tamworth Manilla Quirindi. 
 
 Singleton Murrurundi Muswellbrook. 
 
 Orange Millthorpe Blayney. 
 
 Forbes Parkes Molong. 
 
 The teachers in each of these centres have been trained in the Central School of Domestic 
 Science. 
 
 Continuation Schools in Existence in New South Wales. 
 
 The Hurlstone Agricultural Continuation School, which was started less than two years 
 ago, has proved a success beyond expectation. 
 
 The Goulburn Continuation School has been in operation but a few months. Its students 
 are being trained for a life on the land, and the courses of instruction are accordingly in this 
 direction. 
 
 The Newcastle Continuation School has just been inaugurated. The Syllabus provides 
 for a liberal preparation to accord with local industries. 
 
 The Granville Continuation School, which has just received Ministerial approval, will 
 serve a large industrial centre. The plans of the proposed New Technical College provide for 
 commodious class-rooms and workshops. 
 H 
 
ii 4 TECHNICAL EDUCATION. 
 
 The Technical Day School, established within the Central Technical College, is designed 
 to prepare students for either the Engineering, Mining, or Architectural Courses in the College. 
 It has started with an enrolment of over thirty, including holders of scholarships and bursars. 
 
 English is a compulsory subject in all the Continuation Schools, Mathematics and Science 
 receive considerable attention, and Drawing and Manual Training in wood and iron have an 
 important place in the time-tables of the Schools with an industrial tendency. 
 
 Brief Reference to Present Work and Conditions. 
 
 PROPAGANDA WORK. 
 
 DURING the year 1908 the Superintendent has lectured before the following bodies : The New 
 South Wales Engineering Association, on the " Relation of the Technical College to the Appren- 
 tice "; the Public School Teachers' Association, on the " Relation of the Technical College to 
 the Teacher " ; the Mayor and Aldermen and Members of Parliament, Redfern, and adjoining 
 municipalities, on the " Need for the establishment of Industrial Trade Schools in all the industrial 
 metropolitan and country centres"; the Balmain-Rozelle Institute, on "Industrial Trade 
 Schools " ; the residents of Tempe and Crow's Nest, on the " Question of Technical Classes in 
 their Suburbs " ; the Granville residents, on the " Question of Industrial Continuation Schools " ; 
 the Newcastle people, on " Industrial Continuation Schools " ; and before the employers and 
 employees engaged in the tanning industry at Botany, Willoughby, and Granville, on the 'Advan- 
 tages of a Central School of Leather Dressing." 
 
 In the country districts the following towns have been visited and classes either formed, 
 or the necessary preliminaries taken towards their formation, or existing classes inspected : 
 Camden, Goulburn, Katoomba, Wyong, Tenterfield, Glen Innes, Inverell, Howell, Emmaville, 
 Armidale, Tamworth, Newcastle, Helensburgh, Cooma, Bombala, Bega, Candelo, Pambula, 
 Cobargo, Moruya, Milton, Nowra, Wollongong, Woonona, Corrimal, Bulli, Forbes, Parkes, 
 Molong, Orange, Blayney, Millthorpe, Bathurst, Lithgow, Bowral, Dubbo, Gilgandra, Coonamble, 
 Warren, Trangie, Narromine, Wellington. 
 
 In the towns where no Technical Classes had hitherto been established the popular desire 
 on the part of the town people was for Carpentry and Commercial Classes, Cookery and Dress- 
 making, and .Millinery. In a few towns Art Classes have been established. In pastoral and 
 agricultural districts there is a great demand for practical scientific knowledge in regard to the 
 common operations of farming, and in that most vital matter to farmers, viz., first-aid treatment 
 in the ailments of farm animals. The appointment of two travelling qualified lecturers one 
 to make a tour through the farming districts to advise the farmer on modern methods of cultiva- 
 tion, and the other to instruct him how to deal with the common ailments of his horses and 
 cattle, would be hailed with delight by the man on the land. The work of both comes legiti- 
 mately within the scope of Technical Education. 
 
 A small effort has been made in this direction by sending out the College Lecturers in 
 Agriculture during the holiday vacation. The response has been most satisfactory, and there 
 is sufficient indication to warrant a much wider movement in this form of Technical Instruction 
 
TIIK PRESENT STATE IN NEW SOUTH WALES. 115 
 
 - - .- " . 
 
 SCHOLARSHIPS AND BURSARIES. 
 
 An Advisory Council, consisting of the College Lecturers, has been appointed in the 
 Sydney Technical College to confer with the Superintendent on matters affecting the welfare 
 of the Institution, but not its general policy. One of the most important questions dealt with 
 was that of Scholarships and Bursaries. 
 
 A scheme providing for the admission of pupils from schools in the most remote parts 
 of the State, and for pupils in the various grades of Public Schools, including advanced pupils 
 of the District and High Schools, to Technical Colleges and Schools, was approved by the Minister 
 in the early part of the year. Examinations were held in June and December, but the response 
 has not been great, owing, it is believed, to a want of knowledge on the part of the public as 
 to the real significance of the movement. When fully availed of, the Scholarships and Bursaries 
 will form an important link between the Primary Schools and the Technical Colleges. 
 
 Scholarships and Bursaries for students already attending Technical Colleges and Schools, 
 giving admission to more advanced Technical Classes, were also instituted, and a most liberal 
 provision made enabling students to prosecute their studies in subjects selected for their life's 
 work. 
 
 The full text of the scheme is given in the latter half of the monograph. 
 
 For some years it has been under consideration to recognise the services of the long and 
 valued members of the Staff. The Minister has recently given his apprqval to the following 
 important recommendations: 
 
 1. That the title of " Associate of the Sydney Technical College " be conferred upon 
 
 any teacher or officer of the Technical Education Branch who has given 
 twenty consecutive years' service in such capacity. 
 
 2. That the titic of " Fellow of the Sydney Technical College" be conferred upon 
 
 any lecturer in charge of any Department, or Resident Master, or a Superior 
 Officer, who has held such position under the Technical Education "Branch 
 for at least twenty consecutive years. ? ' 
 
 EXAMINATIONS. 
 
 The system of term examinations recently introduced, at which the student's work, 
 theoretical and practical, is judged by the Lecturers and Teachers, has been continued. The 
 annual examination, now conducted in the main by outside examiners, was as usual held in the 
 month of December, with the following results : 
 
 Number of students examined ... ... ... 4,696 
 
 Number of passes ... ... ... ... ... 3, 112 
 
 Percentage of passes ... ... ... ... 66-2 
 
 The value of the College Certificate is now generally recognised, but it is surprising what 
 a large percentage of students, either through indifference or want of confidence, fail to present 
 themselves at the annual examination. Attendance is purely voluntary on their part, and the 
 only way towards getting an improvement in this respect is by direct appeal on the part of 
 Lecturers and Teachers, 
 
u6 
 
 TECHNICAL EDUCATION. 
 
 MAIN BUILDING, TECHNICAL COLLEGE, FROM THE NORTH-WEST- 
 FRONTAGE TO MARY ANN STREET. 
 
 DAY CLASSES. 
 
 The great bulk of the students attending the Sydney Technical College are enrolled in 
 the Evening Classes. Nevertheless, there is a fair number of students attending Day Classes, 
 the most important of which are : 
 
 Ironfounding 
 Mathematics 
 Metallurgy ... 
 Patternmaking 
 
 Agriculture 
 
 Architectural Drawing ... 
 
 Art Drawing, Painting, and Modelling 
 
 Applied Mechanics 
 
 Blacksmithing ... 
 
 Botany ... 
 
 Carpentry 
 
 Cookery and Domestic Science 
 Chemistry, Practical 
 Do Theoretical 
 
 Dressmaking and Millinery 
 
 Electrical Engineering 
 
 English 
 
 Fitting and Turning 
 
 18 
 
 21 
 
 4IO 
 
 32 
 
 22 
 
 13 
 8 4 
 
 222 
 92 
 82 
 
 I 7 8 
 21 
 31 
 
 99 
 
 Physics 
 
 13 
 
 267 
 
 13 
 13 
 114 
 
 Physiography 26 
 
 Plumbing ... 
 
 Sanitary Engineering 
 
 Wood Carving 
 
 Wool-sorting and Machine Expert ing 
 
 Wool Histology ... ... 
 
 Total enrolled 
 
 12 
 
 9 
 
 45 
 
 57 
 25 
 
 1,9*4 
 
TIIK PRKSENT STATE IN NEW SOUTH WALES. 117 
 
 The number of individual students attending the Day Mechanical and Electrical Depart- 
 ment is 44, and the newly established Technical Day School, 29. The enrolments for these 
 sections are shown in the above statement. 
 
 PUBLIC SCHOOL TEACHERS' CLASSES. 
 
 Following the introduction of the modern syllabus, with its tendency towards specialisa- 
 tion, there came the necessity for special classes for Teachers. One of the first of these classes 
 tc be formed up in the College was that of Manual Training, embracing instruction from the 
 Kindergarten stage through the intermediate course, and ending with Woodwork. The instruc- 
 tion in the earlier part of the course is given by a specialist in the Public School Service, and 
 in the Woodwork by one of the College Teachers. A great impetus to the work is given by the 
 sympathetic support extended to it by Senior Inspectors Parkinson and McLelland. 
 
 THE LANTERN AS AN AID TO TEACHING. 
 
 The lantern as a valuable aid to teaching is universally acknowledged. The College is 
 well off in having some very valuable and superior lanterns, and has also a very fine bioscope. 
 The Superintendent, in all his city, suburban, and close country engagements, has the benefit 
 of these valuable aids, which are under the care of the College Lanternist and Operator a gentle- 
 man whose work is of a superior character. His services are also freely given at the many 
 lectures delivered under the auspices of the various Public School Teachers' Associations in the 
 city. The College has a most valuable collection of lantern slides Colonial, British, and foreign 
 which are fully appreciated by Public School Teachers in the city and in the country. 
 
 PRIZE LIST. 
 
 While the College cannot be credited with a single endowment, its prize list, though 
 limited, is a meritorious one. A generous support in this regard is given by various trade asso- 
 ciations, public bodies, city firms, and by individual citizens. This support is gratefully acknow- 
 ledged in another part of this monograph. The prizes and medals presented are eagerly sought 
 for by the students, providing as they do a healthy competition, an incentive to work, and an 
 inducement to excel. 
 
 THE STUDENTS' SOCIETY. 
 
 It is not an easy matter, in an Institution like the Sydney Technical College, where the 
 main body of the students attend Evening Classes, to organise much in the way of Sports. Up 
 to the present, while one would be pleased to see a great Sports Union in the College, success 
 has not as yet attended the efforts of those who know the value of well organised outdoor games. 
 
 If there has been little success in this direction, it stands to the credit of the College that 
 it has a very popular Literary Society, with an enrolment of some hundreds of students. This 
 valuable adjunct to the College has just passed through a most satisfactory year, not the least 
 important of its work being the admirable course of winter lectures delivered by prominent 
 citizens. 
 
n8 
 
 TECHNICAL EDUCATION. 
 
 CORNER OF LIBRARY. 
 
 THE LIBRARY. 
 
 The Library contains nearly 6,000 volumes largely technical and' scientific and also 
 numerous journals and magazines. It is well patronised. 
 
 THE STAFF. 
 
 The Staff of the Technical Education Branch consists of the Superintendent, Assistant 
 Superintendent, Registrar, seven Resident Masters, ten Lecturers, two hundred and fifty-seven 
 Teachers, two Librarians. The Administrative Department numbers twelve Clerks and 
 Messengers, three Modellers, three Carpenters, two Plumbers, three Operators, eight Caretakers, 
 one Night-watchman. 
 
 The Staff of the Technological Museum consists of a Curator and Botanist, Assistant 
 Curator and Chemist, Zoologist, Collector, two Clerks, two Carpenters, Printer, seven Attendants, 
 Night-watchman. Total for the Branch, 328. 
 
 With but very few exceptions, the members of the Staff have performed their duties 
 zealously, conscientiously, and intelligently. 
 
THE PRESENT STATE IN NEW SOUTH WALES. 
 
 
 Conclusions. 
 
 A large proportion of the students in the Industrial Workshops throughout the State, 
 more particularly those whose studies aim at a knowledge of Mechanical Engineering, attend 
 for the express purpose of mastering only a few subjects. These students are, in the majority 
 of cases, apprentices, who devote their evenings to courses of Theoretical Instruction at the 
 Technical College, in order to qualify themselves for the status and accompanying remunera- 
 tion of journeymen. There has, on this account, grown up in association with the Central 
 College (which should, theoretically, constitute the Charlottenburg of our Technical Education 
 System in New South Wales) a very important class of youthful workers and students who 
 take only a limited course supplement- 
 ary to the practical application of their 
 handicraft. In connection with this 
 entirely unavoidable utilisation of the 
 resources of our Central College, it has 
 been rather captiously stated that the 
 Institution undertook far too much 
 elementary work, and far too little of 
 the work of higher training in the more 
 advanced branches of Technology. 
 Some critics of the College have gone 
 even so far as denunciation of the 
 Institution as an educational entity, 
 asserting that there were too many 
 students in single-course subjects, 
 and too few undergoing instructional 
 training which would enable them to 
 take their place in th? great public 
 life of the nation as " Captains of 
 Industry." There is, of course, a 
 certain amount of truth in this state- 
 ment ; but existing conditions at the 
 Central College are capable of a very 
 satisfactory, albeit not a very satisfying 
 explanation. 
 
 Technical education in New South Wales is in its infancy. It is only in its initial stages 
 of systematisation. It is a growth, not of prevision, but of expediency. Like our thorough- 
 fares, which have followed mainly the tracks of the bullock drays of the early settlers, Technical 
 Education in the metropolis has developed haphazardly with the unsophisticated development 
 of the city itself. Under the necessary exigencies of the case, it has been centralised at the 
 Ultimo Institute. Under the Board of Education and the Department of Public Instruction, 
 encouragement has been given, for a period of thirty years and more, to youths attending 
 
 GEORGE HOOPER, Assistant Superintendent. 
 
120 TECHNICAL EDUCATION. 
 
 Evening Classes which dealt with the subjects which had a direct bearing upon the art, craft, 
 trade, or calling they purposed following for the attainment of a livelihood. Outside the Central 
 College no provision for this type of student was even as much as visionarily entertained. 
 Moreover, until recently, the practice of admitting such students has never been questioned. 
 It may be reasonably indeed, unquestionably conceded that the student of the class just 
 referred to has no real place in a Technical College of the highest grade ; but he has, hitherto, 
 been deprived of all choice in the matter. His true seminary is a Continuation School, or a 
 Trade School, but Continuation and Trade Schools in New South Wales are non-existent. 
 Until Continuation, Trade, and Technical High Schools are created, the Technical College is, 
 in all duty, bound to receive the student anxious to obtain such Technical Instruction as will 
 better fit him for the calling he has selected as a means of earning a livelihood. We are to-day 
 face to face with the problem of carrying forward the education of the child after the completion 
 of the Elementary Day School course. It is a problem new to Australia, for we have permitted 
 education as a practical science to take a very large measure of care of itself. In Great Britain 
 (particularly in England and Scotland), on the Continent of Europe, in the United States, 
 and in the great Dominion of Canada it is, however, being practically and determinedly con- 
 sidered. In Germany, more than in any other civilised country, the problem is dealt with in 
 a manner as complete as it is efficient. In the first section of this monograph the legislation 
 affecting compulsory attendance, particularly in Saxony and in Prussia, has been very fully 
 detailed. 
 
 In England, a country which, unlike Germany, has no national system of education, 
 special pains are taken by educational enthusiasts to ensure the obtaining of instruction by 
 children who have finished the Elementary Day School course. M. E. Sadler (vide " Continuation 
 Schools in England and Elsewhere ") has a very interesting note on this subject in connection 
 with the Evening Schools of Rochdale, a cotton and woollen manufacturing and engineering 
 centre of about 85,000 inhabitants. In this town especial pains have been taken to encourage 
 attendance at the Evening Schools, which are so arranged as to form a link between the 
 Elementary Day Schools and the Technical School. The courses are scheduled in three grades 
 and three sections, namely : (i) Commercial; (2) Industrial ; (3) and Domestic. The Elemen- 
 tary Industrial Course prepares for a more advanced scheme of tuition which is called the 
 " First Year's Technical Course," and for Trade Classes which are held in the Central and 
 Technical Schools. The Elementary Commercial Course is followed by Intermediate and 
 Advanced Courses held in the Central School. The Secretary of the Education Committee 
 (Mr. J. E. Holden) sends a copy of the following circular to every boy and girl leaving the Public 
 Elementary School : 
 
 " COUNTY BOROUGH OF ROCHDALE EDUCATION COMMITTEE. 
 " The members of the above Committee very earnestly invite you, and all the 
 
 scholars who have recently left the Day School, to attend an Evening School during the 
 
 Session commencing Monday, September , 19 , 
 
 " Your education only begins in the Day School. To be really valuable it must 
 
 still be continued for several years. 
 
THH PRESENT STATE IN NEW SOUTH WALES. 121 
 
 " Your future position depends almost entirely upon it and upon the use you make 
 
 of the next few years of your life. 
 
 " Education courses, which begin in the Evening Schools and end in the Technical 
 
 School, have been arranged, and these courses aim at preparing students for positions 
 
 in both workshops and offices. 
 
 " One of these courses will suit you, but it is essential that you should begin at 
 
 once, before the knowledge gained in the Day School is lost. A few years' delay means 
 
 that you may spend part of your manhood re-doing the work of your childhood. 
 
 " The accompanying prospectus supplies you with particulars of the Schools, the 
 
 Teachers, and the Subjects taught, and any further information will readily be supplied 
 
 cither at the Evening Schools or at this Office. 
 
 " The fee must be paid in advance, either in one payment or by such weekly instal- 
 ments as you may privately arrange with the Head Teacher. 
 
 " Scholarships and Prizes are offered for competition, and the students of all Schools 
 
 are eligible to compete; by their means an efficient student should be able to secure 
 
 a good education free of cost. 
 
 " J. E. HOLDEN, 
 
 " Secretary of the Committee." 
 
 " Education Office, Baillie-street, September, 19 ." 
 
 Another circular is sent to the Superintendent of Sunday Schools, which in Rochdale, 
 as elsewhere in Lancashire, play an important part in the educational lite of the town. It is 
 pointed out how important it is that young people who are free from Day School attendance 
 and new to industrial life should be well employed in the evening. Sunday Schools retain most 
 of these young people long after their names have been removed from the Day School Registers. 
 The Education Committee, therefore, invite the co-operation of the Sunday School authorities 
 in securing a good attendance at the Evening Schools. 
 
 The importance of similar Continuation Schools, and the necessity for their establishment 
 in New South Wales in general, and particularly in Sydney, are matters which have already 
 engaged the attention of the Superintendent of Technical Education, and several schools are 
 now in existence which have for their object the preparation and direction of a knowledge of, 
 and a training in, the art and science of Agriculture and in the Mechanical Trades. The begin- 
 nings in this departure are, however, on a somewhat restricted scale, and it is matter for astonish- 
 ment that parents in general are but little interested in these schools, notwithstanding the fact 
 that a liberal scheme of scholarships is set forth. Not only great ignorance, but absolute apathy 
 is shown to this side of specialised education. Parents, indeed, require a continuous education 
 in their own duties to their children, and in the significance and importance to the rising genera- 
 tion, the fathers and the mothers of the future, of Continuation, Trade, and Higher Technical 
 Schools. 
 
 In co-ordination with Continuation Schools, Trade Schools should constitute part of a 
 general scheme of Technical Education in every civilised community. In every suburb of the 
 Metropolis, and in every considerable industrial centre, both types of such schools should be 
 
122 TECHNICAL EDUCATION. 
 
 established. In the chain of progressive industrial education next comes the Technical High 
 School, an instructional institution which holds so high a place in seminarial esteem in the cities 
 of Canada and the United States, but which has not yet been founded in this Australian Con- 
 tinent. Sydney must possess such academies, for they are so important and so essential to 
 Secondary Education that their introduction cannot much longer be delayed. 
 
 These three types of Educational Institutions, when completely and efficiently established, 
 should absorb the educative energies of a vast number of the youths who are now to be found 
 pursuing their technical studies in the Workshops and the Class-rooms of the Central College. 
 Indeed, their inauguration is the great question which confronts practical educationists in 
 Australia, and there is none deserving more earnest consideration. At this point, however, 
 there arises a difficulty. The foundation and extension of such schools would entail a considerable 
 expenditure of money in buildings, equipment, and apparatus, and New South Wales has not 
 yet possessed a Government prepared to vote sufficient funds to realise so magnificent a scheme, 
 and no private philanthropist has yet arisen to emulate the educational munificence of many 
 American and Canadian citizens in a similar direction in this country. In New Zealand, on the 
 contrary, exists a most liberal system of scholarships which give admission into Technical Day 
 Schools ; South Australia has a well-attended Preparatory Seminary in connection with its 
 School of Mines and Industry; and Melbourne, through the munificence of one of that-city's 
 public men, has recently added another Technical College to those already existing in the capital 
 of the neighbouring State ; but to the Sydney Technical College there has been not a single 
 bequest or a timely donation. Throughout the civilised world America is known widely for the 
 great private endowments of its citizens to Trades and other Technical Schools and Colleges. 
 In England again, Manchester is a zealous centre in the cause of education; and in that highly 
 progressive city has been formulated a comprehensive scheme of Technical Instruction, which 
 embraces completely the varied needs of its population, and provides for the total complexity 
 of interests in this great commercial and industrial plexus. As previously detailed in the first 
 section of this monograph, Manchester arranges its work in Technical Education in three great 
 divisions, namely: (i) The Continuation School Grade, for students between the ages of 14 and 
 16 years; (2) the Lower Technical School, for those between 16 and 18; and (3) the Higher 
 Grades of Technology for adults. In the year 1907, the enrolment in the first and secondary 
 grades (which may be said to cover the period of adolescence) was 17,000. Such wonderful 
 results, and such grandly successful organisation are quite intelligible when it is understood 
 that the city of Manchester can draw on a working vote for educational purposes amounting to 
 800,000 per annum. The City of Sydney, and the other large centres of population in New 
 South Wales, would soon be provided with Continuation Schools, and the complete scheme of 
 Schools of Technical Instruction, if the Government of the State, or some wealthy private citizen, 
 placed to the credit of the College 100,000 to carry out a similar educational programme. But 
 until a sufficient amount is forthcoming, the best use must be made of the existing buildings, 
 resources, and conditions. 
 
 Continuation Schools would, of course, necessitate compulsory attendance. Sadler points 
 out that in the autumn of 1903 the Manchester Education Committee took steps to ascertain 
 
THE PRESENT STATE IN NEW SOUTH WALES. 123 
 
 what proportion of the students in the different Evening Schools of that city had joined the 
 Evening Classes immediately after completing their course in the Elementary Day School. It 
 proved that, out of 6,714 students present in the Evening Schools on November i6th, nearly 
 one-half (48 per cent.) had allowed a gap of one or more years to intervene between the close of 
 their Day School Course and the beginning of their attendance at Evening Classes. The Com- 
 mittee further asked the teachers in the Evening Schools to report whether they found that the 
 students who entered the Evening Classes after such an interval had lost an appreciable amount 
 of the knowledge which they had gained in the Day School. There was a striking consensus of 
 opinion among the teachers that the loss was great. One teacher reported that, " Scholars 
 who were in the Sixth Standard of the Day School are not able on returning to the Evening 
 School after a year's absence, to do the work of Standard Third or Fourth." Another replied 
 that he had " found among the adult pupils who had left the Day School many years before, 
 men who, though they had been in Standards Fourth or Fifth in the Day School, had completely 
 forgotten the methods of Simple Division." Another reported that " the work of a girl who 
 allows twelve months to elapse before joining the Evening School, has greatly deteriorated, 
 and it takes her a long time to regain what she has lost." Another said that " girls who had 
 passed Standard Fifth or Sixth before leaving the Day Schools, are unable, after two or three 
 years' absence, to do the work of Standards Third and Fourth, and are careless and inaccurate, 
 especially in writing." The experience of the teachers in the Manchester Evening Schools is 
 confirmed by that of teachers in other parts of England. And it must be remembered that 
 only a small proportion of the children who go through the Day School Course ever come to the 
 Evening School, even after an interval. Nor is the mere forgetting of much that they had 
 learnt in the Day School the worst feature of the case. What matters much more is their loss 
 of intellectual discipline and of the habit of regular learning during adolescence. 
 
 The history of education in England has been partly traversed by that of New South 
 Wales. In the Motherland the first period extends from the rise of the modern Sunday School 
 movement, about 1780, to the first Parliamentary vote "for the purposes of education," in 1833. 
 It covers the chief phases of the Industrial Revolution and the struggle for political reform. 
 The main influences which were at work in " Further Education " at this period were religious 
 and political. The religious revival of the Eighteenth Century, expressing itself in the Wesleyan, 
 the Evangelical, and other movements, led many men and women to devote themselves to the 
 task of relieving the spiritual wants of the poor, and of teaching them to read, in order that they 
 might study the Bible. The political movement produced a strong desire for the intellectual 
 enlightenment of the masses. It ran in two main currents. One was individualist and radical, 
 the other collectivist and authoritarian. On the educational side of the first the chief names 
 are those of Jeremy Bentham, Brougham, and Francis Place. On the educational side of the 
 second, the great figure is Robert Owen. Both groups drew part of their inspiration from 
 France. The individualist group was greatly influenced through Adam Smith's " Wealth of 
 Nations " (which strongly urged the wisdom of giving the Elementary Education to the whole 
 people), by Turgot and the Physiocrats. The other group, and especially Robert Owen, drew 
 heir educational ideas, in great measure, from Helvetius. Apart from the work of these two 
 
i2 4 TECHNICAL EDUCATION. 
 
 groups there was great educational activity on the part of earnest Nonconformists (notably 
 William Allen and other members of the Society of Friends) and, on a larger scale, on the part 
 of the Church of England. The educational labours of the latter call for special recognition. 
 Though partly of a self- protective nature, they drew their real power from religious conviction 
 and benevolent regard for the poor. These various movements though divergent in many of 
 their principles, were at one in providing means of Elementary Education for the poorer classes. 
 Through the lack of Day Schools, and the long hours of child labour, much of the instruction 
 thus provided was given in the evening. In this connection,. M. E. Sadler, writes: 
 
 " Night Schools first received pecuniary aid from the Government in 1851. But 
 from the first beginnings from what is now the Board of Education's work, the Govern- 
 ment Inspectors watched their progress in different parts of the country. The Committee 
 of Council on Education was established in 1839, and in the Department's first report 
 (1839-40) Mr. Tremenheere, in his report on the state of Elementary Education in the 
 mining district of South Wales, stated that the number of adults attending Evening 
 Schools was about ninety. In the mining districts of Durham and Northumberland, 
 Mr. John Allen found (1840) that almost all the ' Common Day Schools ' conducted by 
 masters for private profit, and attended by boys and girls, were also opened during the 
 winter between the hours of seven and nine ' for the instruction of pitmen and others not 
 able to attend during the day.' Mr. Allen adds ' that the owners of collieries are, in most 
 cases, willing to provide their labourers with a room which may be used as a Day and 
 Night School during the week, and on Sunday is opened to one or two sects, and in 
 some instances three, in succession, for the purposes of public worship.' The Rev. 
 Baptist Noel reported in 1840, evidently quoting in part from the reports of the Man- 
 chester Statistical Society, the following attendance at Evening Schools in five large 
 towns: Birmingham (1838), 563; Manchester (1834), I >458; Liverpool (1836), 548; 
 Salford (1835), 5 2 ; arR l Bury (1835), 151. He speaks of Evening Schools as useful to 
 young persons whose early education has been neglected, and who want to learn the 
 three ' R's,' but adds that ' the Evening School which only affords instruction for four 
 hours in the week, and that when the scholars are jaded with twelve or thirteen hours 
 of toil, cannot educate those who attend it.' " 
 
 In 1844 the Rev. F. C. Cook reports that Mr. Geary, a manufacturer in Norwich, " allows 
 no youth to attend his factory who is unable to read, and compels their attendance at an Evening 
 School until they arrive at years of maturity." It is a great pity that the employers of youthful 
 labour in New South Wales have not a similarly keen sense of individual responsibility in this 
 connection. But we must not neglect a mention of a fine educational agency in our midst 
 which owed its initiation to the efforts of Sir George Williams, and which, in Sydney, has a warm 
 friend and consistent patron in Sir James Fairfax of the Sydney Morning Herald, namely, the 
 Young Men's Christian Association. The American branch of this great Society (founded 
 in 1851) has developed educational classes for both General and Technical Education much 
 more extensively than, with few exceptions, has been the case in the United Kingdom. Mr. 
 Hodder Williams writes : 
 
THK PRESENT STATE IN NEW SOUTH WALES. 125 
 
 "It may be predicted with confidence that future years will find the educational 
 work of the Association organised and maintained with greater efficiency than at present. 
 It is true that at the time of writing, this department is lacking in signs of immediate 
 growth. This is largely owing to the fact that members have been discouraged by 
 seeing the educational work of the Association in Great Britain brought into competition 
 with the Evening Classes established by the Educational authorities. There are, how- 
 ever, not wanting signs that the Association is beginning to realise that a wide field is 
 open to-day for the provision of specialised forms of instruction designed to fit journeymen 
 for the profession or business in which they are engaged. That there are great possi 
 bilities of successful work in this direction has been demonstrated in recent years by the 
 Central Association, which, by making provision for the training of young men for 
 the Civil Service, and preparing candidates for the examinations of the Bankers' Institute, 
 and of the London Chamber of Commerce, has secured for this Department a degree 
 of prosperity far exceeding that obtained when the curriculum was confined to 
 ordinary commercial subjects." 
 
 It is only just that this acknowledgment should be made to a very great Association, 
 the influence of which in Sydney has unvaryingly been for the good of the youth of the city. 
 In America a further development of the work of the Y.M.C.A. has been the establishment of 
 boys' sections in connection with some of the larger branches. These endeavour to meet the 
 special needs of boys between the ages of thirteen and seventeen years. 
 
 There is little doubt, as Sadler eloquently points out, that Evening Classes, and other 
 forms of popular adult education in England, have encouraged the habit, and have helped in 
 training the power of voluntary organisation a stimulus wofully lacking in Australia and 
 especially lacking in New South Wales, save in a few isolated cases. For fifty years the Evening 
 Schools in .England were, without exception, independent of subsidy from the State ; and to 
 this day the majority of them receive no aid from public funds. By the help of Evening Classes 
 in the Old Country thousands of vigorous minds have repaired the defects due to the lack of 
 early training. The work done in such institutions has steadied the judgment and kindled 
 the imagination of many who have afterwards become leaders of opinion in their district or 
 trade. Such classes have trained some of the leaders of the industrial and commercial move- 
 ment which gave Britain a leading place in the markets of the world. They were the chief 
 channels through which a knowledge of physical science was diffused among the industrial classes. 
 In England, in Scotland, and in Wales, they have had their characteristic, and often separate, 
 development. But each branch of the movement has in turn exerted decisive influence upon 
 the others. Thus, the varied means of " Further Education " for the people have rendered 
 signal service to the intellectual, moral, and economic interests of the whole of the United 
 Kingdom. 
 
 But, on the other hand, as Sadler is careful to point out, these Evening Classes have been 
 in some respects little else but a makeshift for what should have been done in Elementary Day 
 Schools. In England, conflicting (though dimly formulated) social ideals long prevented a 
 comprehensive organisation of public education by means of the authority of the State. Much 
 
126 TECHNICAL EDUCATION. 
 
 that was attempted in Evening Schools would, Sadler shrewdly insists, have been better done 
 by a well-planned system of Day Schools, or by Day Classes, dovetailed into the practical duties 
 of apprenticeship. Through the lack of a sound foundation of Elementary Knowledge in the 
 minds of many of the pupils, the work of the Evening Classes has often been wanting in thorough- 
 ness of intellectual discipline. Their efficiency has suffered from insufficient funds. Not having 
 behind them the pressure of legal compulsion, or such steady force of public opinion as renders 
 legal compulsion unnecessary, they have left untouched large sections of the community, some 
 of which especially need long-sustained and well-directed care. They have offered excellent 
 opportunities to those with enough force of character and physical vigour to fight their way 
 through difficulties to positions of responsibility or of leadership. But they have in great 
 measure failed to touch the less strenuous or the idle. Thus alike in their excellence and in their 
 defects, the Evening Classes have borne the characteristic features of English Educational organi- 
 sation. Free in their development, vigorous in some of their achievements, and often well 
 adapted to the requirements of the persevering and the strong, they have been unsystematic 
 in arrangement, weakened by defects in the early training of their pupils, and, from a national 
 point of view, insufficiently adjusted to the needs of the rank and file, especially during the 
 critical years which lie between boyhood and manhood. How different is the German method, 
 with its keen distrust of individual effort and its insistence upon system ! Sadler becomes enthu- 
 siastic in his commendation of the compulsory methods of the Teuton. He writes : 
 
 " The German Empire comprises twenty-five States and the Reichsland of Alsace- 
 Lorraine. In twenty-one out of these twenty-six constituent parts of the Empire, 
 attendance at Continuation Schools is now compulsory for the whole or part of the 
 younger population during a period of time (which varies in length in different districts) 
 immediately following the conclusion of the Elementary Day School Course. The five 
 States in which attendance at Continuation Schools still remains wholly voluntary contain 
 only one forty-sixth part of the population of the Empire. Broadly speaking, Germany 
 has within the last thirty years declared herself decisively in favour of extending the 
 educational care of the community over the individual during the critical years of adoles- 
 cence. The idea of collective responsibility for individual welfare has grown in power. 
 Step by step the authority of the State has advanced. The principle of compulsion 
 has been pushed beyond the somewhat narrow limits of the Elementary School (6-14) 
 into the period of adolescence, during which (as is justly contended) there is no less need 
 of educational direction and care. In bringing about this extension of the compulsory 
 principle economic interests have combined with moral consideration. The view that 
 Technical Training, following upon a good General Education, has become indispensable 
 to the industrial and commercial success of a nation commands the unreserved assent 
 of the German people. In no other country is this principle more consistently applied. 
 And, therefore, as soon as it was realised that modern conditions of Industry and Com- 
 merce threatened to deprive young people of the educational care which was formerly 
 provided through apprenticeship, the idea of compulsory attendance at suitable Con- 
 tinuation Schools rapidly grew in favour among the workpeople, and, though more 
 
THH PRESENT STATE IN NEW SOUTH WALES. 127 
 
 slowly, among the mass of employers also. But it was not to economic interests alone 
 that the growth of this opinion was due. Moral considerations support it. Fears were 
 felt that the moral welfare of the nation would suffer if no measures were taken to 
 counteract the deteriorating influences of town and city life during the first years of a 
 youth's freedom from the discipline of Day School life. The idea of extending the 
 principle of compulsion was not uncongenial to the habit of mind induced by familiarity 
 with the enforcement of discipline by the State, through compulsory military service. 
 Nor was there practical difficulty in enabling the local educational authorities to keep 
 themselves informed of the whereabouts of all the young people who had already passed 
 through the Elementary Schools. For reasons of military organisation, the administrative 
 machinery necessary for the supervision of every male adult member of the community 
 was ready to hand ; and obedience to Constituted Authority was habitual in all classes. 
 The foundation of the system lies in the fact that in Germany the individual citizen is 
 made to feel in a way unknown in England his personal duty towards the organised 
 State." 
 
 Sadler points out that it is quite admitted that there is a bad as well as a good side to this 
 form of national organisation, and that such is admitted even by those who heartily endorse 
 the German system. But the latter, nevertheless, contend that discipline enforced by authority 
 is necessary to the strength and perhaps to the existence of the nation. And it is further argued 
 that within the framework of sternly-enforced national organisation there is secured for the 
 individual a measure of economic and moral freedom which is denied to many of the victims 
 of competition in a more individualistic society. In any case, the observer can but record the 
 fact that the principle of compulsory attendance at Continuation Schools, which is but the 
 logical development of compulsory attendance at the Elementary School, meets with the approval 
 of the great majority of the German people. 
 
 The work of Continuation Schools for boys is increasingly of a Technical Character, and 
 bears directly upon the industrial occupations of the pupils. By the Imperial Industrial Law 
 of June ist, 1891 (as amended, June 3oth, 1900), employers of labour are obliged to grant to their 
 apprentices and other workers (including all male persons, and female clerks and female apprentices] 
 who are under 18 years of age the necessary time for such attendance at Continuation Classes 
 as required by the local authority of the district. 
 
 The arrangement of Continuation Classes in the day-time is rapidly becoming general 
 where the exigencies of the trade allow. The Decree of the Minister of Industry and Commerce 
 (of August 2oth, 1904) sternly discourages Continuation Classes on Sunday, and the practice 
 of requiring attendance at any time after 8 p.m. on a week-day. Classes are only permitted 
 on Sundays (when allowed at all on that day) at hours which do not interfere with attendance 
 at Divine Service. 
 
 The movement for compulsory attendance at Continuation Schools is by no means exclu- 
 sively confined to the towns. But, as might be expected, it is in industrial and commercial 
 centres that the recent developments have been most striking. The organisation of Continuation 
 Schools effected in the city of Munich by Stadtschulrat Dr. Georg Kerschensteiner (whose writings 
 
128 
 
 TECHNICAL EDUCATION. 
 
 on the subject have had widespread influence in Germany and elsewhere) calls for special 
 mention, as combining in an exceptionally high degree care for artistic and Technical Training, 
 with regard for liberal culture and for the duties of citizenship. 
 
 The question of compulsory attendance is one which Australia will be compelled to face, 
 and this monograph may have occasion to revert to it in as far as it affects the industrial con- 
 ditions of our own State. Already Great Britain is following Germany's lead. The London 
 County Council the other day originated a Bill making School attendance compulsory in the 
 Elementary or Primary General Schools up to the age of 15 (an advance of one year on the old 
 requirement) ; and half-time attendance up to the age of 18 in a Continuation School. For 
 the sake of the large future which the children of Australia will be called upon to exploit, it 
 may be quite imperative for us also to initiate a similar educational system. 
 
 MAIN ENTRANCE TO COLLEGE. 
 
I 2Q 
 
 Part IV. The Future View of Technical 
 Education in New South Wales. 
 
 THE future greatness of Australia is a fact beyond question. The youngest of all the settled 
 lands of the earth, it is also geologically the oldest. It was fortunate in these particulars, 
 inasmuch as seismic convulsion had spent itself in this Great Southern Land millennial ages 
 before the last glacial epoch passed away to make room for the Old Stone Age in Europe ; and 
 it was kept inviolate through all the ages untrodden by the foot of man save by some wretched 
 Dravidian wanderers from the Indian Dekkan, who brought with them the boomerang and 
 their tribal rites, but no civilisation worthy the name. Unwarlike and uncultured, their conquest 
 was simple and bloodless. Hence, occupation by a highly civilised white Aryan race was 
 accomplished at an opportune moment on what was practically a virgin soil. The entrance 
 of Australia into the realm of history was coeval also with Great Britain's complete empire of 
 the sea, at a time when steam and machinery were in the very matrix of an epoch-making 
 birth, when the world was passing through a momentous stage of transition into modern being, 
 and the conditions of our present civilisation were fluctuant and formative. 
 
 An inspired finger seems to have directed the newcomers to an ideal port of anchorage 
 that Harbour of Port Jackson, which ranks with Naples and with Rio in beauty, but above 
 them in utility, and which Phillip declared to be the finest in the world. The future of Sydney 
 is one of inevitable greatness. Fate has decided that question by virtue of Sydney's absolutely 
 perfect position. There is no modern city in the world similarly planted for illimitable develop- 
 ment along the commanding heights of a hundred coves and landlocked arms of the extrusive 
 waters. Whatever the future political status of Sydney may be Time alone can determine ; 
 but the magnitude and splendour of its commercial and industrial future need not be even 
 momentarily questioned. If not the Rome, it may be the Athens of a coming mighty Southern 
 Empire, great in Science, Philosophy, Art and the Beauty of Life, as well as supreme in the 
 agencies of production and distribution throughout our Pacific Hemisphere. That it is destined 
 to Antipodean supereminence as the London, the New York, the Glasgow, or the Manchester 
 of a distant day, the Woolwich, the Pittsburg, the Essen, or Le Creusot of a new era, appears 
 to be as certain as the decrees of Fate itself. Sydney may achieve the proud position of being 
 also the Paris or the Vienna of the pleasure-makers and beauty-worshippers of generations yet 
 unborn. There is certainly no Australian city more advantageously situated. The dawning 
 glories of our Commonwealth, our State, and our State's splendid metropolis, can only faintly 
 be visioned to the imaginative eye of the enthusiastic patriot, but inadequate though that 
 previsioning may be, it is nevertheless sufficient for a partial forecast of the growing day. We 
 know by personal experience and by actual observation something of the natural condition 
 of countries both in the Old World and the New, and that experience and that observation 
 I 
 
i 3 o TECHNICAL EDUCATION. 
 
 has been illuminated by the searchlight of history ; and we can arrive at a conclusion no other 
 than that our land and its future are a goodly heritage. In the eloquent words of John Farrell 
 a poet who nobly voiced the aspirations of this young Commonwealth : 
 O Radiant Land ! o'er whom the Sun's first dawning 
 
 Fell brightest when God said " Let there be Light" ; 
 O'er whom the day hung out its bluest awning 
 
 Whitening to wondrous deeps of stars by night 
 O Land exultant ! on whose brow reposes 
 
 A queenlier coronal than has been wrought 
 From light of pearls and bloom of Eastern roses 
 In all the workshops of high Poet-thought ! 
 
 O thou who hast, thy splendid hair entwining, 
 
 A toil-won wreath where are no blood-splashed bays, 
 Who standest in a stainless vestment shining 
 
 Before the eyes and lips of love and praise 
 O wrought of old in Orient clime and sunny, 
 
 With all His richest bounties graced and decked; 
 Thy heart all virgin gold, thy breath all honey, 
 
 Supremest work of greatest Architect ! 
 
 O Land of widest hope, of promise boundless, 
 
 Why wert thou hidden in a dark, strange sea 
 To wait through ages, fruitless, scentless, soundless, 
 
 Till from thy slumber men should waken thee? 
 Why did'st thou lie, with ear that never hearkened 
 
 The sounds without, the cries of strife and play, 
 Like some sweet child within a chamber darkened 
 
 Left sleeping far into a troubled day? 
 
 What opiate sealed thine eyes while all the others 
 
 Grew tired and faint in East and West and North; 
 Why did'st thou dream until thy joyful brothers 
 
 Found where thou wast, and led thee smiling forth? 
 Why did'st thou mask the happy face thou wearest? 
 
 Why wert thou veiled from all the eager eyes? 
 Why left so long, O first of lands and fairest, 
 
 Beneath the tent of unconjectured skies? 
 
 We know thy secret. In the awful ages 
 
 When there was silence and the world was white, 
 Ere yet on the recording volume's pages 
 
 The stern-browed Angel had begun to write; 
 Ere yet from Eden the sad feet had wandered 
 
 Or yet was sin or any spilth of blood, 
 August in judgment, God the Father pondered 
 
 Upon His work, and saw that it was good 
 
THE FUTURE VIEW IN NEW SOUTH WALES. 131 
 
 The Sovereign of suns and stars, the thunder 
 
 Of whose dread Power we cannot understand, 
 Sate throned and musing on the shining wonder 
 
 Of this new world within His hollowed hand, 
 With high sad eyes, like one that saw a vision 
 
 And spake " Lo ! this My gift is fair to see, 
 But Pride will mar the glory, and derision 
 
 Of many feet that will not follow Me. 
 
 " I give my creatures shields of hope and warning; 
 
 I set in fruitful ways of peace their first ; 
 But even these will turn from Me, and scorning 
 
 My counsel, hearken to the Voice Accurst ; 
 And sin, and pain, and death will make invasion 
 
 Of this abode, and from a world undone 
 To Heaven will sound the moans of expiation 
 
 They wring from Him, My well-beloved Son. 
 
 " And yet again will they, with eyes unheeding 
 
 His sacrifice, uplift their guilty hands 
 Against their brethren, and with rage exceeding 
 
 And lust, and vengeance, desolate the lands. 
 But this one land," so mused He, the Creator, 
 
 " This will I bless and hide from all the woe, 
 That worthier among men, in ages later 
 
 May find it pure, and, haply, hold it so." 
 
 Then, sweet Australia, fell a benediction 
 
 Of sleep upon thee, where no wandering breath ; 
 Might come to tell thee of the loud affliction 
 
 Of cursing tongues and clamouring hosts of death ; 
 And with the peace of His great love around thee, 
 
 And rest that clashing ages could not break, 
 Strong-sighted eyes of English seekers found thee, 
 
 Strong English voices cried to thee " Awake ! " 
 
 For them a continent undreamed of, peerless, 
 
 A realm for happier sons of theirs to be, 
 One land preserved unspotted, bloodless, tearless, 
 
 Beyond the rim of an enchanted sea, 
 Lay folded in the soft, compelling languor 
 
 Of warm south airs, like an awaiting bride, 
 While strife, and hate, and culminating anger 
 
 Raged through the far-off nations battle-dyed. 
 
i 3 2 TECHNICAL EDUCATION. 
 
 Here were no dreadful vestiges imprinted 
 
 With evil messages and brands of Cain, 
 No mounds of death or walls of refuge dinted 
 
 With signs that Christ had lived and died in vain; 
 No chill memorials here proclaimed the story 
 
 Of kingships stricken for and murders done ; 
 Here was a marvel and a separate glory, 
 
 One land whose history had not begun ! 
 
 One unsown garden, fenced by sea-crags sterile, 
 
 Whose iron breasts flung back the thundering waves, 
 From all the years of fierce unrest and peril, 
 
 And slaves, and lords, and broken blades, and graves ; 
 One gracious freehold for the free, where only 
 
 Soft dusky feet fell, reaching not thy sleep ; 
 One field inviolate, untroubled, lonely, 
 
 Across the dread of the uncharted deep ! 
 
 O dear and fair ! awakened from thy sleeping 
 
 So late ! The world is breaking into noon ; 
 The eyes that all the morn were dim with weeping 
 
 Smile through the tears that will cease dropping soon ! 
 Thine have no tears in them for olden sorrow, 
 
 Thou hast no heart-ache for a ruined past ; 
 From bright to-day to many a bright to-morrow 
 
 Shall be thy way, O first of lands and last ! 
 
 There can be no wonder that the poet felt a fine and glowing enthusiasm for his country, 
 and that the patriot in his nature throbbed with a splendid pride, for few of Sydney's publicists 
 were better informed or more widely experienced in the resources of Australia, and particularly 
 those of New South Wales, than John Farrell. He knew, as we all know, that the natural, and 
 practically unexploited, wealth of our own State alone is something truly marvellous, that 
 our climate is without a peer in the latitudes of the Northern Hemisphere, that our death-rate 
 is the lowest known to the world's statisticians, that robust health and long life are the guerdon 
 of the poorest of our citizens, and that we have all the requisites physical, climatic, productive, 
 and geological for the mental, moral, and physiological culture of a race of virile intellectual 
 athletes in short, the Australians have an opportunity, such as given to no other nation among 
 earth's children, of realising the grand Greek ideal of the perfect mind in the perfect body. A 
 great factor in the possible attainment of this ideal is to be found in the determination of the 
 people, the democracy, to keep the Australian race pure and undefiled British mainly, but, 
 at any rate, white Caucasian of the highest type. This very question of racial purity is one 
 of the responsibilities involved in the vastness and value of our great destiny, and the spacious 
 future we may reasonably expect from the largeness of our splendid heritage, which imposes 
 upon us other and equally onerous responsibilities, the foremost and most outstanding among 
 them being the education of our children and of our skilled workers. 
 
THE FUTURE VIEW IN NEW SOUTH WALES. 133 
 
 We have awakened to the vital necessity of a sound system of Primary Education only 
 within the past few years an awakening which has happily resulted in a complete reorganisation 
 of the outworn and obsolete methods of instruction which obtained in a former day. To this 
 reorganised system, a large sum of money, approaching to nearly a million pounds sterling per 
 annum, is devoted ; but with Primary Education the financial support of the State may be 
 said practically to cease, this munificent expenditure leaving the pupil at a stage in his instruc- 
 tional progress, at which, in the other countries of the world, his real seminarial course is con- 
 sidered to be only beginning ; for elsewhere the Elementary School is properly and necessarily 
 recognised as totally inefficient in the preparation of the youth for his or her selected life calling. 
 
 It has been sufficiently shown, and reiterated, in former portions of this monograph 
 that such Old-World countries as Great Britain, France, Germany, Switzerland (and even 
 reactionary Russia) ; and such New World nations as the North American Federated United 
 States and the Dominion of Canada (the newly-born modern power of Asiatic Japan must not 
 be forgotten) ; together with various other European peoples in the van of civilised human 
 progress hold as an article of educational faith the vital tenet that the age of 14 or 15 years is 
 the starting point for a seminarial course intended to fit the youthful student to take his or her 
 place as a national asset in the spacious arena which makes for national greatness and national 
 efficiency in commerce, in industry, and in every type of national achievement. Moreover, 
 there is no country in the world with any pretension to even the most imperfectly advanced 
 form of civilisation (Portugal, to wit), which does not essay in some fashion to create a method, 
 however faulty, of continuing the work of the education of their children through the adolescent 
 period to within an appreciable approach to maturity. 
 
 The magnitude of the expenditure upon Secondary Education in countries oversea and 
 far distant from Australia may be relatively gauged when it is stated that the Municipal Authorities 
 in the city of Manchester, England, have at their disposal for purposes of Technical Instruction 
 a grant of 800,000 per annum. It must, moreover, be remembered, in this connection, that 
 Manchester is a city containing a population not very much greater that that of Sydney. 
 American munificence and German liberality in the cause of Education (Elementary, Continua- 
 tion, Trade, Technical, and University) need not here be insisted upon, as these subjects have 
 been dealt with in preceding pages of this monograph. 
 
 The Government vote for purposes of Technical Education in New South Wales during 
 the past four years is shown in the following tabulated return : 
 
 Year. Amount. 
 
 1905-6 ... ... 35,oo8 
 
 1906-7 ... ... 34,820 
 
 1907-8 ... ... 43,952 
 
 1908-9 ... ... 44,876 
 
 Our accomplishment in the past and our activity in the present constitute the merest 
 bagatelle, when we compare either our achievement or our efforts with those put forth by cities, 
 the wide-world over, which cannot even appreciably compare with our noble State Capital 
 in population or in area. The small annual amount of our expenditure on Technical Education 
 
i 3 4 TECHNICAL EDUCATION. 
 
 proves conclusively that, as a nation, we have not yet awakened to the large national significance 
 of Specialised Instruction. It is certainly a fact that there is in New South Wales an attendance 
 roll of over 18,000 students for the present year ; it is no less a fact that the fees received have 
 amounted to upwards of 14,000 ; and that there is, moreover, ample evidence that the instruc- 
 tional classes are both popular and properly appreciated ; but neither has the Sydney Technical 
 College nor Technical Education in the State of New South Wales, reached its zenith of adaptative 
 utility in the one case, nor its possible and desirable high level in the other. An intelligent observer 
 of educational development in other countries could not possibly conceive a British, or an 
 American, or a German city, with a population on the progressive high-road towards 600,000 
 inhabitants, containing no State Commercial School, no Technical High School, and with but 
 one or two Continuation and Trade Schools. Yet such is the woful condition of the Capital of 
 New South Wales educationally. 
 
 Of course, it must not be inferred that the State Government is altogether responsible 
 for this condition of the seminarial system. In America private munificence in the cause of 
 Education is a proudly national proverb. In Great Britain the Municipal Corporations and 
 the great industrial firms are consistent and strenuous supporters of the system of Technical 
 Instruction which forwards national greatness. In Germany, in Switzerland, and in many of 
 the countries of Europe (including even tiny Finland) the State endowment is aided and re- 
 inforced by the Departmental Local Government, by Municipal Corporations, by Trade Guilds, 
 by Merchants' Associations, by Workmen's Lodges, by private sympathisers, and even by 
 religious bodies concerned in the future welfare of the youth of both sexes trained primarily in 
 their Denominational Day and Sunday Schools. The cause of Education in Australia, in New 
 South Wales, has not been systematically supported and upheld, mainly because it has been 
 inchoate, nebular, amorphous. There has always been a large and perfectly sincere sympathy 
 with the national objective which all genuine Education must pursue to be nationally valuable ; 
 but with an ineffective Primary system, and a highly advanced University system based on 
 conceptions of culture current in the Mediaeval Ages, absolutely separated from Elementary 
 Instruction by an unbridgeable gulf, aid of any kind, even from the most educationally enthu- 
 siastic and philanthropic, has been sporadic and, by the very nature of the conditions, is incapable 
 of direction of any effective kind, and little good in any large sense has hitherto been achieved. 
 The monograph cannot, and does not, undervalue the good accomplished in the past by men 
 of the calibre of the late Mr. Challis, or the living Mr. Hugh Dixson. Mr. Peter Nicol Russell 
 has been a great benefactor to the cause of Higher Technical Education. Sir George Grey, 
 by his splendid donations of anthropological, ethnological, and other collections, to the Museum 
 of Wellington (New Zealand), Adelaide (South Australia), and Cape Town (South Africa) showed 
 himself, indeed, worthy of the title of the " Great Proconsul." Mr. Thomas Fisher should be 
 held in reverence by the students of the Sydney University for all time. This monograph does 
 not arraign these noble-minded benefactors to the cause of Higher Education. It is recognised 
 that it is the duty of Educationists to formulate a proper scheme of Secondary Education before 
 private munificence can be authoritatively called upon to give it efficient support. Nevertheless, 
 it is the hope of the Superintendent that, having, in this publication, detailed the Secondary 
 
THE FUTURE VIEW IN NEW SOUTH WALES. 135 
 
 Educational requirements of the community, efforts of a privately directed nature will not 
 wander into by-paths and blind alleys of ineffectiveness and partial abortion. The University 
 is not now in a parlous state of unendowed educational starvation. Hitherto, University Educa- 
 tion, most particularly availed of by the children of the highly-placed and the wealthy, has 
 received more than its fair share of privately-directed munificent aid, while Secondary Education, 
 which is a pressing national and popular necessity, has received absolutely nothing at all from 
 the benevolent impulses of those best able to help it forward in the vital interests of their State. 
 
 So far Technical Education has been compelled to rely solely on State assistance, and the 
 small annual grant for the providing of new buildings, and the allowance for the expansion of 
 Technical Instruction (reduced, by the way, to the extent of 4,000 for the current year) is 
 sufficient for only the most rigidly conservative needs and the most pressing of unforeseen 
 exigencies. This is, in all conscience, serious enough, but a still more serious aspect of affairs is 
 shown in the fact that when the building additions at present in contemplation are effected, the 
 Technical College site will be too densely occupied to accommodate another single brick. If 
 Technical Education in New South Wales is not to be allowed to stagnate, one course is 
 open and one course only namely, a large sum of money must be obtained (by concerted 
 action, if possible, State, Municipal, Associative, and Private) in order to effect all the 
 imperatively needed improvements and adequate equipment, and to make ample and 
 necessary provision for inevitable and expected development. The policy of patchwork 
 and makeshift and laissez faire has had its day. To attempt its continuance at this stage 
 would be suicidal. It has long enough held a self-stultifying and self-destructive course, 
 and national efficiency demands its abolition at once and for all future time. From the point 
 of view of the City's interest, additional land is imperatively essential, and until such land 
 is obtained very little further development in the work of the College can take place. 
 Adjoining the grounds of the Central Institution is a large block of land, suitable in 
 every particular for the construction of all the buildings requisite for the accommodation of 
 the augmenting classes for years to come ; and this land, highly valuable from an Educational 
 view, is lying idle. 
 
 The class-rooms, workshops, studios, laboratories, lecture-halls, &c., in the existing 
 Institution, have now become too small for the work of Technical Education, although every 
 room in the College is occupied each night in the week, and hundreds of our youths (apprentices 
 and others, who are obliged by Legislative Enactment to attend, and who are, on their own 
 account, anxious to do so) are denied admission because teaching space is so limited that their 
 reasonable accommodation is a matter impossible. It is very patent, therefore, to all who have 
 the power to think, and the leisure to do so, that some practical remedy for this state of things 
 should be devised. The students are waiting ; but not alone the State the Municipality, the 
 Trades Combination, and the Private citizen must be energised into assistance, and the untoward 
 position efficiently adjusted. 
 
 The Superintendent anticipated the purchase of this adjoining land, which is so clamantly 
 needed for the expanding activities of the Central Technical College. He had, therefore, plans 
 and specifications prepared, adapted to the construction and equipment of Science Class Rooms 
 
136 TECHNICAL EDUCATION. 
 
 Laboratories, Workshops, Studios, Offices, &c., of the most modern character and designed 
 with a view of meeting all future requirements. These plans and specifications were based on 
 those very generously placed at the disposal of the Superintendent by the Managements of such 
 Institutions as the Sheffield University and the Manchester School of Technology, England, 
 both acknowledged to be very modern in their scientific equipment, and to possess the latest 
 appliances in all forms of Technical Education. The existing provisions for Scientific Instruction 
 in the Sydney Technical College are of the most obsolete type. This statement does not, of 
 course, refer to the teaching or to the Staff, but to the buildings, and in some respects to their 
 equipment. Very different accommodation is, indeed, wanted for the Instructional Classes in 
 Chemistry, Electricity, Physics, Agriculture, &c., than that which is at present provided ; and 
 this should be one of the first things to engage the attention and the energies of our Educational 
 Authorities. 
 
 In this connection it may be mentioned that a new building has just been completed by 
 the simple device of erecting a storey over the Foundry, in order to accommodate the students 
 engaged in the Course for Mechanical Engineering. This addition is now fully occupied, and its 
 accommodation is taxed to the uttermost ; nevertheless, there are a number of students waiting 
 to take up this Course, and for them there is no room. The Printing Workshop, which is a wooden 
 structure, has, moreover, been condemned by the Superintendent of the Fire Brigades, as being 
 a source of danger to the College. Provision can, of course, be made for the teaching of some 
 of the Science subjects by the erection of additional storeys over existing structures ; but such 
 could, at best, be of only temporary usefulness; hence the inevitable necessity of acquiring 
 unoccupied land upon which to construct large and permanent buildings. 
 
 In a preceding paragraph stress has been laid on the growing prosperity, the present 
 importance, and the future greatness of the city of Sydney ; yet we are, nevertheless, confronted 
 with the somewhat humiliating fact that Australia's foremost Commercial Metropolis possesses 
 no State Commercial School. This is to be all the more deprecated because the Technical 
 College can supply nearly all that is necessary by way of a Teaching Staff. Moreover, that 
 valuable storehouse of commercial products and processes, and inestimable auxiliary of Applied 
 Specialised Instruction, the Technological Museum, is fully equipped for the furnishing of the 
 apparatus and specimens necessary for the study of the practical side of the subjects embraced 
 in a Commercial Course. There is, however, no building in which to house the students, conse- 
 quently whatever is being done in the way of Higher Commercial Education is, as far as the 
 State is concerned, of the most desultory and ineffective character. 
 
 It is a matter for candid admission that there is far too great a proportion of the students 
 in attendance at the Technical College, who are engaged in Elementary Subjects, revising the 
 lacuna of the Primary School Course. Many of these young people would be much better 
 occupied in attendance at Continuation and Trade Schools, thus relieving the pressure on the 
 resources of the College, and giving the Institution an opportunity of entering upon its legitimate 
 and essential Technical Curricula. In succession to the Continuation and Trade Schools, there 
 should be provided also an Educational Institute with even more extended courses, namely, 
 the Technical High School. All these instructional establishments should find their proper 
 
THE FUTURE VIEW IN NEW SOUTH WALES. 137 
 
 and imperatively needed place in the Educational System of the State, with special attention 
 to the clamant requirements of the Metropolis, and their foundation cannot, with national 
 safety as regards commercial and industrial efficiency, be much longer delayed. 
 
 Moreover, the Head Masters of the large Public Schools in Sydney, and in the chief 
 centres of population in other parts of the State, are vitally interested in the foundation of 
 Continuation Schools, and the pupils themselves may be accepted as fairly accurate judges of 
 the education they require in arming themselves for the battle of life. A Head Master of a 
 Public School, a teacher whose whole educating experience has been on the side of the practical, 
 told the Superintendent of Technical Education, in the course of a conversation, that he recently 
 gave as a task to his Senior Boys (some hundreds in number), the writing of an essay on the 
 calling which each individual pupil intended to follow up as a means of obtaining a livelihood. 
 With only two exceptions these lads chose either an industrial occupation or a life-calling 
 associated with the soil. In the case of the two boys excepted, each of them selected commerce ; 
 and, appropriately enough, they were Jewish lads. This statement is not made in a spirit 
 reflecting upon the choice of these two young Jews, but as indicative of a long-instilled business 
 bias, for they were only evidencing the natural instincts of their race. The foregoing incident 
 is eloquent as showing the trend of preference relative to a life-calling in the rising generation 
 of our male youth. 
 
 The most needed Educational extension in the country districts of our State lies in the 
 direction of simple and practical teaching in Agricultural Science for the more efficient equip- 
 ment of the farmer, and some instruction in Veterinary Surgery, and similar knowledge, 
 pertaining particularly to the maintenance of health among the live-stock, and the treatment 
 of animals in sickness and disease. In this connection the views of the Hon. Horace Plunkett 
 are singularly appropriate and worthy of the deepest consideration : and it would undoubtedly 
 reimburse the State a hundredfold were it to employ a couple of qualified instructors as 
 itinerating lecturers to take up such Educational Courses as those just indicated as their 
 especial duties. An indication of the value of this form of instruction, and a proof of its 
 highly popular appreciation, are to be found in the great success which has attended the 
 Classes conducted in the pastoral centres of the country for the imparting of instruction in 
 the tending and feeding, general treatment, classing and judging of sheep; and the sorting, 
 classification, preparation, valuation, and scouring of wool, &c. ; and the future should witness 
 an almost illimitable development in this direction, concerning as it does, our great staple and 
 paramount industry in this Land of the Golden Fleece. 
 
 Writing with especial reference to the value of itinerant instruction, the Hon. Horace 
 Plunkett, Vice-President of the Department of Agriculture and Technical Instruction for 
 Ireland, says : 
 
 " We hope eventually to see established as part of the educational machinery of 
 every county in Ireland an Itinerant Agricultural Instructor, whose services shall be given 
 exclusively and permanently to the particular county, to the Council of which he is 
 attached. If there is one feature of agricultural education which, having been tested to 
 
138 TECHNICAL EDUCATION. 
 
 the utmost in every country of the world, has stood that test better than any other, it is 
 the itinerant instructor. In our researches at the time of the Recess Committee this was 
 a feature which in every country the administrator and the educationist laid stress upon, 
 as showing invariably most fruitful results ; and all the experience of the Department since 
 has confirmed us in the faith which the experience both of England, Scotland, the 
 Continent, Canada, and America, had implanted in our minds. 
 
 " Now what are the functions, the work, and the qualifications of the itinerant 
 instructor? His principal function, in a word, is to be the guide, philosopher, and friend 
 of the existing farmers. While, no doubt, a good many of the younger generation, even 
 of the boys of school-going age, will derive benefit from the teaching of the itinerant 
 instructor, and while he will render an important service in supervising the practical 
 course of agriculture in the schools in the county to be referred to latter on, still his main 
 concern is with the actual working farmers. For them it would be unnecessary to attempt 
 a scheme of systematic instruction in the principles of agriculture. Comparatively few 
 farmers wish to know by what mode of reasoning the scientific expert arrives at the 
 conclusion that while one class of soil would be benefited by an application of lime, a 
 second should have a dressing of basic slag, and a third a mixture of basic slag and kainit. 
 Similarly with regard to every branch of agriculture, be it crop raising or milk production, 
 the average farmer wants to know the most profitable practice to follow under a given 
 set of conditions. Tell him this and he will readily dispense with the scientific reasons 
 on which the advice is based. But for all that, much can be done even in this process to 
 increase the number of thinkers among the farming classes. Exactly what effect we 
 may produce time and the working out of the entire scheme alone can show. But we 
 should aim at making every farmer an observer, an experimenter, and so a possible 
 contributor to the progress of Agricultural Science. Of course we all know that the chief 
 means to this end is by supplying the youth of the country with such a training as will 
 give them the power of working out agricultural problems on a scientific basis. But by 
 bringing home to the existing farmers what is the practical outcome of that which has 
 already been accomplished by the application of science to agriculture, a good beginning 
 can be made. Some people believe that this can be accomplished by means of the 
 agricultural press and leaflets. We hold strongly that printed information cannot 
 possibly be made as efficient as the living agent. 
 
 " The itinerant instructor must be a man who has had a first-class training in 
 science such a training as will enable him to rely on his own judgment in deciding 
 what should and what should not be recommended. But a first-class training in science 
 is not enough. If possible, he should have been born to farming, and should have been 
 steeped in it from his boyhood. Only then can he properly estimate the difficulties with 
 which the farmer has to contend. Incalculable harm has been done to the cause of 
 agricultural education by purely scientific men who too often are accustomed to speak 
 lightly of the farmers' difficulties. In doing so they display great ignorance. Accustomed 
 to work under the constant conditions that can be maintained in the laboratory they 
 
THE FUTURE VIEW IN NEW SOUTH WALES. 139 
 
 would have the farmer to cultivate his land and feed his animals in accordance with 
 formulae deduced from laboratory experiments. They overlook the fact that farmers 
 have to contend with a number of varying factors of a meteorological, biological, or 
 economic nature. Some of these scientific gentlemen have themselves tried farming 
 according to formulas, with the result that they have learned to place a higher estimate 
 on the intelligence of the farmer, and the farmer a lower estimate upon the value of 
 scientific training. The Department will set its face against such teachers of agri- 
 culture, and more particularly against itinerant instructors in agriculture who are mere 
 scientists, no matter how distinguished they may be. 
 
 " Before dismissing the question of the qualifications of the itinerant instructor, 
 it is desirable to add that these instructors should be familiar with, and able to accom- 
 modate themselves to, the manners and customs and the sentiments of the people. I 
 admit that a sufficient supply of such men will for some time be hard to get. Plenty of 
 them have been born, but few made. We are making some, and the Department will, 
 as I shall presently explain, lose no time in taking the necessary steps to meet the 
 demand for these functionaries which is already growing apace. But it must be 
 remembered that the training of a functionary of this special and important type is not 
 the work of a day, and that it will be wiser to wait for a thoroughly trained and competent 
 man than to appoint a man imperfectly qualified to discharge such very responsible 
 duties." 
 
 The Farming Community of this State has shown a just appreciation of the Hurlstone 
 Agricultural Continuation School, which, however, has now its full complement of residential 
 students. Its success has been established on an indubitable basis, and it has become a question 
 whether other Continuation Schools (not necessarily providing for the accommodation of boarding 
 students) should not be established throughout the country districts of the State. In association 
 with this desirable expansion of Technical Education in a rural direction, the Superintendent is 
 of opinion that Agricultural Continuation Schools should be established, if not side by side, 
 yet in the close vicinity of Experimental Farms which latter are conducted under the super- 
 vision of the Department of Agriculture. Wherever there is an Experimental Farm, there, or 
 within a reasonable distance, should be established a State Agricultural Continuation School. 
 Glen Innes, for instance, is in proud possession of a gaol which has never entertained a single 
 prisoner during the whole course of its projected penitential existence, and nothing could be 
 easier or more intelligibly expedient than its conversion into a State Agricultural Continuation 
 School, in which the theoretical subjects of the course could be studied, the Experiment Farm 
 (only a few miles out of the town, and rapidly reached on horseback) being requisitioned to supply 
 the students with the practical part of their instruction in applied methods and examples. In 
 the admirably placed pastoral and agricultural centre of Cowra, again, a room in the Public 
 School might be utilised for the Technical Instruction, and (as suggested in the case of Glen 
 Innes) the students could ride across to the Experimental Farm for practical illustration. The 
 Superintendent of Technical Education has discussed this arrangement with the Manager of the 
 Cowra Experimental Farm and the Head Master of the local Public School, and both gentlemen 
 
i 4 o TECHNICAL EDUCATION. 
 
 favour such a course with unanimity. At Wagga, yet again, similar arrangements might also 
 be made, and experience gained in other countries shows its absolute practicability. For instance, 
 at Guelph, in the great Dominion of Canada, the Continuation School and the Higher Agricultural 
 Institution are closely related, and there is no appreciable reason why such a principle of educa- 
 tional co-ordination and affiliation should not be introduced into New South Wales, with very 
 considerable advantage to the students in the country districts. 
 
 Another branch of Specialised Instruction much wanted, and repeatedly requisitioned for, 
 in the towns and country districts of the State is that of Cookery; and although there are, in 
 some few centres of population, adult classes which are not largely attended, the people generally 
 are unquestionably sincere in the expression of their desire for such tuition. At the time of 
 writing there are twenty centres, representing forty towns, which are anxious to obtain the estab- 
 lishment of classes in Cookery. It is greatly to be hoped that most of these will be initiated 
 by the close of the current year, and supplied with trained teachers, who are at present or who 
 shortly will be, passing through the course given at the Training School of Cookery at the Sydney 
 Technical College. 
 
 In looking forward to a future expansion of Technical Education in New South Wales we 
 cannot ignore the fact that compulsory attendance at half-time schools is a sine qua non of success. 
 The compulsory attendance in the Primary School should be extended to the age of fifteen years, 
 and supplementary attendance in Continuation and Trade Schools should be imparted up to 
 the eighteenth year. Moreover, closer attention must be given to the requirements of children 
 who purpose entering various trades and industries with a view of earning their livelihood. The 
 true purpose of the Continuation School is the provision, at convenient hours, for the further 
 instruction of those who have entered upon the practical work of life, whether as apprentices, as 
 independent wage-earners, or in the domestic duties of the home ; and such a school must strive 
 to meet the requirements of both sexes, of girls as well as of boys. The Continuation School 
 presupposes a sufficient basis of Elementary Education, but, where such is defective, it endeavours 
 to supply the lacunce. The lower age-limit of its pupils varies according to the age at which 
 boys and girls are released from compulsory attendance at the Elementary Day School. In 
 the more advanced stages of its work the Continuation School includes many different forms of 
 Adult Education, and the higher age-limit of its province is therefore undefined. The task of 
 the Continuation Schools, which we hope shortly to see established in all the leading centres 
 of New South Wales, thus falls into two main, though not clearly demarcated, divisions (as 
 pointed out by C. T. Millis, M. E. Sadler, M. S. Beard, and other educational authorities), to wit, 
 the Elementary and the Advanced. Its work is in part General Education but increasingly, 
 though by no means exclusively, Technical. Its function is twofold, namely, to prepare its 
 pupils for the efficient discharge of the duties of citizenship, and to increase their power and skill 
 in breadwinning occupations. For those who leave the Elementary Schools at 13 or 14 years 
 of age, and cannot proceed to a Secondary Day School, the Continuation School attempts to give, 
 during adolescence, and early manhood or womanhood, such opportunities of further training 
 as the exigencies of employment may permit. 
 
THE FUTURE VIEW IN NEW SOUTH WALES. 141 
 
 It has been sufficiently pointed out in the preceding pages of this monograph that the weak 
 spot in the system of Continuation Schools, both in France and England, lies in their failure to 
 carry forward without break the intellectual and moral discipline begun in the Elementary Day 
 School, to attendance at which alone, in both countries, legal compulsion now applies. 
 
 New South Wales, in planning her system of future State Secondary Education must be 
 careful not to fall into the error of complexity regarding the age limit of Primary Instruction 
 which characterises disadvantageously much that is good and useful in this type of instruction 
 in Great Britain. For instance, in England and Wales the limits of compulsory attendance at 
 school vary (a minimum being prescribed by Statute) according to the by-laws of different 
 districts. The main provisions of the present law may be summarised as follow : (a) Children 
 may be employed in Agriculture at the age of n (if the local by-laws contain a special provision 
 to this effect) provided that they attend school 250 times a year up to the age of 13. (b) With 
 this exception no child under the age of 12 can obtain either partial or total exemption from the 
 duty of attending school, (c) A child between 12 and 13 (or, if the by-laws so provide, between 
 12 and 14) can only obtain total or partial exemption upon the conditions which the by-laws 
 of the district prescribe, (d) In those districts in which the by-laws are still restricted to children 
 under 13 years of age, a child between 13 and 14 can obtain total exemption either on passing 
 the Fourth Standard, or on having made (since reaching the age of 5 years) 350 attendances 
 in not more than two schools during each year for five years, whether consecutive or not. (e) A 
 child between 12 and 14 may claim partial exemption (if such exemption is allowed by the by-laws 
 of the district in which the child resides) on having made 300 previous attendances in not more 
 than two schools during each year for five preceding years, whether consecutive or not. As 
 Sadler very pertinently remarks : 
 
 " There is mischief in the present state of things, moral mischief as well as physical 
 and intellectual. City life is making the danger worse. Unskilled employment at 13 
 with good money tempts a boy like a baited trap. He is drawn into a way of life which 
 leaves him at 16 or 17 without a trade to his fingers and with the habit of steady learning 
 gone out of his head. If we ask the Elementary School Master about it, he says that 
 much of what he and his colleagues have succeeded in doing for such a boy disappears 
 during the two or three years immediately following the Day School Course. If, on the 
 other hand, we ask the teachers of the Technical Evening Classes, we find them hampered 
 by the fact that many of those who wish to enter have forgotten much of the knowledge 
 which they require as a foundation for technical work. Thus, inquiries which began 
 at opposite ends of the line lead to one and the same conclusion, namely, that the years 
 between 13 and 16 or 17 are the point of educational leakages ; that we have, as it were, 
 laid down a costly system of water supply, but have left badly leaking pipes just behind 
 the tap ; and that some change is needed in our educational regulations in order to clench 
 the work done in the Elementary Day Schools, and to provide a sounder foundation 
 for efficiency in skilled trades, and in the duties of home life." 
 
TECHNICAL EDUCATION. 
 
 This again is how the question presents itself to a group of writers who well know the 
 conditions of city life and the nature of the London boy. It will be well for us in New South 
 Wales, in Sydney, to take the following warning carefully to heart : 
 
 " The type that will be needed in the future is the type of skilled and versatile minds ; 
 the problem of to-day is how we are to produce this type. Will anyone who knows the 
 town boy claim that we are now producing it? Versatile, he certainly is, but his is a 
 superficial and mercurial versatility, produced with fatal certainty by the unstable life 
 
 of the street. He is the master of a thousand tricks but intelligent he 
 
 certainly is not, in the way he must be if he and his nation are to prosper. It would be 
 foolish to blame the Elementary Schools for this ; considering his difficulties especially 
 the migratory habits of families, and the necessarily large classes the Elementary School 
 Teacher produces very wonderful results, but the moral results are perhaps more wonderful 
 than the mental. And, however good the teaching may be, however successfully the 
 brighter children may be taught a great deal more than is learned by the children of the 
 wealthier classes by the time they are 14, there can be no question that the average boy, 
 still more the stupid boy, is turned out to live his life and earn his wage without the 
 equipment he now needs. His education stops at the most critical point ; he has not 
 yet learned to apply his little knowledge to any practical use ; has not yet brought it into 
 rotation to any purpose even an easy sum in arithmetic, stated in an unaccustomed 
 way, will seem to him insoluble, and the habits of observation, of which the foundations 
 have been well enough laid in the school soon fall to pieces for lack of continuous stimulus 
 and training. His employment as errand boy, or van boy, or messenger, bottle-washer, 
 or what-not, sharpens his wits in a few directions, but leaves his mind unworked in many 
 and untrained in all. At the age of 18 he is usually rather more ignorant than he was 
 at 13 a matter of small importance ; but also much less capable of learning a matter 
 of the very greatest importance. Five years of idleness has had its effect ; half his mind, 
 his working half, has lost, not gained, in strength. How is this loss to be prevented? 
 
 There is only one conclusion either the Day School Education must be 
 
 prolonged beyond the age of 14, or the Evening School must be made compulsory." 
 This is the great question which confronts the future of Technical Education in New 
 South Wales, and it remains to be seen how our people will meet it, for it is a matter of the pro- 
 foundest importance, and concerns the country as a whole no less than the individual boy or 
 girl who goes to make up the total population. 
 
H3 
 
 THIS department provides a systematic course of 
 instruction in Drawing, Painting, and Modelling, and i- 
 carried on by a staff of trained teachers, whose aim is to 
 develop in the students under their care self-reliance, individuality, 
 and originality ; to assist those who desire to make a knowledge ot 
 Art a part of their general 
 education ; also, to give 
 facilities for the training 
 of persons who intend to 
 adopt Art as a profession, 
 or to include it in their 
 general qualifications as 
 Teachers in public, elemen- 
 tary, or other schools. 
 
 The courses of study 
 comprise : Freehand and 
 Model Drawing ; Drawing, 
 Painting and Modelling 
 from the living human 
 model ; Geometrical Draw- 
 ing ; Orthographic and Per- 
 spective Projection ; Draw- 
 ing, Painting, and Modelling 
 Ornament ; Flower Painting 
 and Plant Drawing from 
 Nature; Landscape Draw- 
 ing and Painting from 
 Nature ; China and Glass 
 Painting; Fine Art Pottery; 
 Drawing, Painting and 
 Modelling from the Antique 
 Figure ; Still-life Painting ; 
 Pen and Ink Drawing, and Repousse Work. 
 
 STAFF OF ART DEPARTMENT. 
 
 Reading from left to rif-ht 
 
 Front Rw : Miss Blakemore, Mr. Reid, Mr. Wright (Lecturer in charge of 
 Department), Mr. Thomas, Miss Brown. 
 
 Back Row: Mr. H. B. Wright, Mr. Atkins, Mr. Aurousseau, Mr. Peach, 
 Mr. Macintosh. 
 
DRAWING AND PAINTING FROM LIFE. 
 
 LIFE CLASS STUDENT'S WORK. 
 
DEPARTMENT OF ART. 145 
 
 LIFE. Drawing and painting from the living model forms an important part of the course 
 of Art at the College, and may easily be classed as the most difficult of all Art studies ; its 
 importance is beyond question. 
 
 There are day and evening classes, one of which (day) is for ladies only, under the direct 
 supervision of a lady teacher, Miss R. Blakemore, who has three lessons per week, two for the 
 figure and one for portraiture. An evening class, conducted by Mr. A. G. Reid, is for those 
 students whose work occupies them during the day, but who find it necessary to study from 
 life for decorative purposes, illustrating, modelling, &c. 
 
 The illustration here shown is taken from the Life Painting Class at Work. This class 
 is under the direct supervision of the Lecturer in charge of the Art Department. 
 
 ANTIQUE. Drawing from the antique is a most important Art study, and closely 
 associated with that of life. Most of the Art students pass through this class before entering 
 for life drawing, but many practise the two together; it is a two years' course. In the first 
 year the student is kept fully occupied in drawing and shading from the head, bust, feet, hands, 
 and other details of the figure, while in the second year the full figure engages their whole 
 attention. 
 
 1 
 
 DRAWING FROM THE ANTIQUE. 
 
 Students at work. 
 
 Our illustration shows the students of the day class at work, with their teacher, Miss 
 R. Blakemore. 
 
 There are both day and evening classes. The evening class, under Mr. G. H. Aurousseau, 
 is attended chiefly by artisans, and others who are engaged during the day but who require 
 this knowledge for their several occupations or crafts. 
 
146 
 
 TECHNICAL EDUCATION". 
 
 STILL- LIFE PAINTING. It is in the Still-Life Class that the student is first introduced to 
 the art of painting in colour, and much depends upon the way in which he is handled whilst 
 going through this course whether his future painting will be intelligently performed or not. 
 It is here also the student finds the practical value of model drawing, which course he has to 
 pass through before being admitted to the painting class. The course of instruction is for two 
 years, during which time the student is well grounded in both oil and water colour painting : 
 painting common objects, fruits, flowers, draperies, &c., composition of line and colour. 
 
 ' The coloured illustration " Old Friends," by Miss G. Swyny, is a good example of the 
 class of work done by the students under Mr. G. H. Aurousseau, the teacher. 
 
 FLOWER PAINTING. This is a popular class, attended mostly by young ladies who are 
 taken through a graduated course of studies in both oil and water colours, and painting direct 
 from nature. 
 
 Our illustration shows the students at work with their teacher, Mr. A. G. Reid, in 
 attendance. 
 
 STILL-LIFE ROOM, SHOWING FLOWER-PAINTING. 
 
 LANDSCAPE PAINTING. This is a- two years' course of study. In the first year the 
 instruction given is made as plain and direct as possible, dealing only with the simplest medium 
 for outdoor study the pencil. Sketches are made from buildings, &c., showing the practical 
 application of linear perspective, studies of rocks, trees and their growth, skies, foregrounds, 
 values, and composition. In the second year the student paints direct from nature in oil or 
 water colours, receiving instruction in aerial perspective, shadows, reflections, processes and 
 manipulation, as glazing, impasting, scumbling, &c. 
 
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DEPARTMENT OF ART. 
 
 LANDSCAPE CLASS AT WORK. 
 
 CHINA-PAINTING CLASS AT WORK. 
 
148 
 
 TECHNICAL EDUCATION. 
 
 There are three lessons per week, one of which is held on the Saturday afternoon to 
 admit of those students who are otherwise engaged during the week taking up this ever-fascinat- 
 ing study. 
 
 The illustration shows the students at work, with their teacher, Mr. A. G. Reid, sketching 
 one of the many beautiful views of the Sydney harbour, from the Domain. 
 
 The coloured plate seascape is by Miss Forsyth, a student of this class. 
 
 CHINA PAINTING. This class is a very popular one, chiefly attended by ladies ; over 
 one hundred students entered for the subject last year (1908). The full course of instruction 
 lasts two years, but those students who have completed the full course may remain at the 
 College to perfect themselves in any special branch. Both day and evening instruction are 
 given. 
 
 In the first year students are thoroughly taught the colours used for china painting, and 
 how to mix them, tracing, sketching in outline, the use of the rigger; simple studies in mono- 
 chrome, the treatment of backgrounds, simple geometric designs for decorative purposes, &c. 
 In the second year, instruction is given in the use of gold and bronzes, their preparation before 
 being used on the ware ; raised gold birds and flowers, coloured and chased ; painting on 
 coloured grounds with enamels and traced with gold. In all cases where possible, students 
 work direct from nature, using the Australian flowers, which lend themselves so well for china 
 painting. 
 
 EXHIBITION:VOFSTUDENTS' WORK CHINA-PAINTING AND FINE-ART POTTERY. 
 
 The illustration on page 147 shows a few of the students at work, and that above, a 
 collection of vases, plates, bowls, &c., executed under Mr. J. A. Peach, the teacher of china- 
 painting and fine-art pottery a class for the latter having recently been started, wherein is 
 taught the making and firing of fine-art pottery, throwing on the potter's wheel ; methods of 
 casting models from plaster moulds, such as vases, statuettes, &c., slip-lining, underglaze 
 painting, <&c. 
 
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 UNIVERSITY 
 
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DEPARTMENT OF ART. 
 
 PRACTICAL PLANE AND SOLID GEOMETRY forms an important course of study in Art 
 and Technical Education. It is a three years' course, but only the first year is considered as an 
 Art course, while the second and third enter into the deeper studies of the engineer, architect, 
 and all constructional trades or professions. 
 
 During the course of instruction many practical illustrations are given of its application, 
 for there is no subject so universally useful in a technical training as plane, solid, and descriptive 
 geometry. The stonemason with his skew arch, the bricklayer in his circular upon circular 
 door and window openings (interpenetration of solids), the boilermaker and metal workers 
 (development of surfaces), the staircase builder with his twisted handrails, &c., the naval 
 architect with his parts having double curvature, the designer of floor coverings, wall papers, 
 tapestry, &c., all depend upon geometry for their first arrangements. 
 
 ART DEPARTMENT PRACTICAL GEOMETRY AND PERSPECTIVE ROOM. 
 
 A thorough knowledge of the subject will therefore well repay students for the labour 
 they may bestow upon it. No part of a building or drawing can be laid down or understood 
 without the assistance of practical geometry, nor can any mechanical employment in an 
 engineering or building department be conducted without some assistance L from this branch 
 of science. 
 
 The illustration shows the geometrical students with their teacher, Mr. F. W. Atkins 
 who is also the teacher of perspective. 
 
 There are both day and evening classes; the day class is attended chiefly by the art 
 student, whilst the evening classes (three in number) are attended by students following either 
 a trade or profession. 
 
 PERSPECTIVE AND SCIOGRAPHY. This subject whilst not so technically useful as 
 geometry is nevertheless indispensable in a course of Art ; coupled with geometry, it is 
 the basis oi all object drawing. To the architect, engineer, art workman, and artist it is 
 
150 TECHNICAL EDUCATION^ 
 
 indispensable. It is a two years' course of drawing ; in the first year simple problems are given 
 in parallel and angular perspective, together with examples of the use of accidental vanishing 
 points ; problems, working from plans and elevations of objects without the use of vanishing 
 points. In the second year more advanced problems are given, showing its application for 
 everyday use. Placing in perspective crescents of buildings, arcades, groined ceilings, parts of 
 machinery, delineation of the shadows of objects cast by the sun or by luminous points, the 
 colouring of drawings, &c. 
 
 MODEL DRAWING. This is without doubt the most useful of all the elementary courses 
 of drawing. It is in this class the student receives not only a true knowledge of light and 
 shade, but what is even more important a structural knowledge of objects, receding planes 
 and lines, so that having passed through the course he finds no difficulty in sketching any 
 object which may be placed before him. 
 
 It gives the architectural draughtsman the power of sketching his idea of a building 
 quickly before the labour of setting out his plan and elevations : the same knowledge and skill 
 assists the engineer. To the everyday tradesman it is his language of expression to his fellow- 
 workman, for with a few well-directed lines he can at once convey his ideas without the 
 necessity of laboured plans or writing. 
 
 MODEL-DRAWING CLASS AT WORK. 
 
 In the more'advanced studies common objects of different colours are grouped to?ether 
 and, the student is trained to render these in black and white, showing their relative values, so 
 that transparent objects, polished surfaces, and non-reflective surfaces are clearly indicated, 
 forming interesting studies. 
 
DEPARTMENT OF ART. 
 
 5' 
 
 No art student is allowed to pass into still-life painting until he has passed through a 
 course of model drawing. 
 
 There arc both day and evening classes, all of which are well attended. 
 
 The illustration on previous page shows the students of one of the day classes at work 
 with the teacher, Miss E. I. Brown. 
 
 j f BLACK AND WHITE DRAWING. The object of this class is to instruct students in the 
 art of drawing for reproduction. 
 
 Every art has its limitations, and although at present the best work of the process- 
 engraver may reach far, the average work must be the first consideration, and the student 
 should make his drawing, in every respect, suitable for the purpose for which it is intended; 
 as an instance, an entirely different quality of line work would be used for a daily paper using 
 a rotary press and low-grade paper to that which would be employed for a high-class 
 magazine. 
 
 The absolute essential, of 
 course, is good draughtmanship, and 
 this cannot be too much emphasised ; 
 no amount of technical knowledge 
 will cover defects in this respect, 
 and the student who wishes to attend 
 this class, and hopes to succeed, must 
 draw, and be ever striving to im- 
 prove himself in this most import- 
 ant point. 
 
 The work covered by Process- 
 Engraving is so wide, ranging from 
 a furniture or other trade catalogue 
 to a veritable work of art. that there 
 is room for many grades of workers. 
 No one should be discouraged by the 
 difficulties in the way, for any one 
 may have special aptitude for this 
 work, which may have been entirely 
 unsuspected before the special effort 
 was made. 
 
 This is a two years' course of 
 study. In the first year the student 
 is practised in elementary pen studies 
 from the cast and from geometrical 
 solids, light and shade, colour values, 
 rendering architectural, landscape, 
 and figure subjects from photo- 
 graphs ; sketching from nature, as 
 buildings, and simple still-life studies. 
 In the second year, wash-drawing, 
 composition, and the use of life 
 models ; pen and ink studies from 
 life and from portraits; studies from 
 drapery, flowers, and animals. 
 
 There are day and evening 
 classes ; the day classes are chiefly 
 attended by ladies STUDENT'S WORK IN BLACK AND WHITE DRAWING. 
 
 j *.( . 1 ' Mr. G. A. Thomas, the teacher of this class, possesses many letters from old students 
 who hold good positions through the knowledge gained whilst under his instruction. 
 
'52 
 
 TECHNICAL EDUCATION. 
 
 STUDENT'S WORK IN BLACK AND WHITE DRAWING. 
 
 ' 
 
 STUDENT'S WORK IN REPOUSSE. 
 
DEPARTMENT OF ART. 
 
 153 
 
 REPOUSSE, although of very ancient origin, is practically a new art .in so far as Sydney 
 is concerned. A class in this subject has been in operation for about three years, and during 
 that time has turned out some very creditable work. As evidence of this it may be mentioned 
 that a bronze tankard designed and executed by one of the students, Mrs. E. Soderberg, was 
 last year selected by the Arts and Crafts Society for presentation to Lady Northcote on the 
 eve of her departure for England, as typifying women's work in New South Wales. The course 
 of instruction, which occupies two years, includes the forming of a design, generally the 
 student's own conception, in relief on flat metal, and also the decoration of curved surfaces, 
 such as cups, bowls, vases , &c. 
 
 Students are encouraged to become their own tool makers, and are given practical in- 
 struction in this branch of their work, thus making them " complete craftsmen." 
 
 Our illustration shows a few of the articles executed under the supervision of the 
 teacher, Mr. F. W. Atkins.- 
 
 MODELLING CLASS-ROOM. 
 
 Students at Work. 
 
 MODELLING AND CASTING. This is a most important section of applied art. There are 
 day and evening classes, which are well attended. 
 
 The instruction in modelling is divided into ornament, antique, and life. Ornament is 
 a three years' course of study, whilst life and antique are each two-year courses. 
 
'54 
 
 TECHNICAL EDUCATION. 
 
 The modelling classes are mainly intended for modellers, plasterers, carvers, and terra- 
 cotta workers, but these are supplemented by many other crafts and professions, who find a 
 knowledge of modelling a great assistance, as painters, decorators, kindergarten teachers, 
 jewellers, architects, confectioners, &c. 
 
 The student in going through this course is made familiar with the styles of ornament, 
 the purity of natural and conventional forms, simplicity of design, and is taught how to design 
 for all materials. 
 
 As far as it is possible the work executed by the student bears upon the everyday 
 needs of the craftsman, comprising modelling panels, spandrels, string-courses, friezes, capitals, 
 vases, &c. In modelling from life, also, the student is trained to apply his knowledge and 
 skill in the use of the figure for decorative purposes, either for the exterior or interior of 
 buildings. 
 
 EXHIBITION 
 
 OF STUDENTS' WORK. 
 
 Modelling Class. 
 
 p . In the casting class, which is a two years' course, the student is made familiar with 
 all methods, casting from waste moulds, gelatine, wax, sulphur, and plaster piece-moulds ; 
 moulding and casting from simple objects from nature, as fruits, flowers, leaves, &c. ; also 
 casting from the human figure, hands, feet, and the full figure from life, casting fishes, 
 reptiles, &c. 
 
 The illustration on page 153 shows the class-room with some of the students at work ; 
 on the left of this picture may be seen two fine pieces of modelling Jason, which is a full-sized 
 reproduction from the figure by Michael Angelo ; the other " Night," one of the figures from 
 the de Medici Tomb, by the same sculptor. These were modelled by Mr. G. Doble, a student 
 of this class, under the supervision of Mr. G. Macintosh, the Instructor in Modelling. 
 
 Many are the youths who have benefited largely by attending these classes, and who 
 are now holding good positions in different parts of the Colony. 
 
DEPARTMENT OF ART. 155 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OF ART. 
 
 J. R. WRIGHT, Lecturer in Charge of Department. 
 DAY CLASSES. 
 
 DRAWING. 
 
 PLANE AND SOLID GEOMETRY Monday, 2 to 4 p.m. 
 
 PERSPECTIVE Tuesday, 2 to 4 p.m. 
 
 MODEL AND OBJECT Tuesday, Wednesday, and Thursday, 10 to 12 noon, and Tuesday and Friday, 2 to 
 
 4 p.m. ; Saturday, 10 a.m. to 12 noon. 
 
 FREEHAND FROM THE CAST Wednesday and Thursday, 2 to 4 p.m. ; Saturday, 10 a.m. to 12 noon. 
 PLANT DRAWING IN OUTLINE AND COLOUR Tuesday, 2 to 4 p.m. 
 
 * BLACK AND WHITE (Pen and Ink and Wash Drawing) Monday, 10 a.m. to 12 noon. 
 
 * ANTIQUE (DRAWING FROM) Thursday, 2 to 4 p.m., Friday, i to 3 p.m., Saturday, 10 a.m. to 12 noon ; also 
 
 for Second Year Students, Thursday, 10 a.m. to 12 noon at the National Art Gallery. 
 
 * LIFE DRAWING (LADIES) Wednesday, 10 a.m. to 12 noon, and I to 3 p.m. Head Studies from Life, Friday 
 
 10 a.m. to 12 noon. 
 
 * REPOUSSE WORK Friday, 10 a.m. to 12 noon. 
 
 PAINTING. 
 
 * FLOWER PAINTING Tuesday, 10 a.m. to 12 noon, and 2 to 4 p.m. 
 
 * CHINA PAINTING J. A. Peach, Wednesday and Friday, 10.30 a.m. to 12.30 p.m., and 2 to 4 p.m. 
 
 * GLASS PAINTING J. A. Peach, Monday, 2 to 4 p.m. 
 
 * LANDSCAPE PAINTING Wednesday, 10 a.m. to 12 noon, and Saturday, 2 to 4 p.m. 
 
 * ANIMAL PAINTING By arrangement with Lecturer. 
 
 * STILL-LIFE PAINTING Thursday and Friday, 10 a.m. to 12 noon. 
 
 LIFE PAINTING Monday and Tuesday, 10 a.m. to 12 noon, and i to 3 p.m.; Friday, 10 a.m. to 12 noon. 
 Fees, i is. per term. Thursday, 10 a.m. to 12 noon. Students meet at the National Art Gallery 
 for study, on Wednesday, 10 a.m. to 12 noon. 
 
 MODELLING Gregory Macintosh. 
 
 * ANTIQUE Monday and Thursday, 2 to 4 p.m. 
 ORNAMENT Monday and Thursday, 2 to 4 p.m. 
 CASTING Friday, 2 to 4 p.m. 
 
 * LIFE Tuesday, 2 to 4 p.m. 
 
 * Fees, Senior Scale. 
 
 NIGHT CLASSES. 
 
 DRAWING. 
 
 PLANE AND SOLID GEOMETRY Monday, Tuesday, and Thursday, 7 to 9 p.m. 
 
 PERSPECTIVE Friday, 7 to 9 p.m. 
 
 SCIOGRAPHY Friday, 7 to 9 p.m. 
 
 MODEL AND OBJECT DRAWING Wednesday and Friday, 7 to 9 p.m. 
 
 FREEHAND FROM THE CAST Monday, Wednesday, and Friday, 7 to 9 p.m. 
 
 PLANT DRAWING Friday, 7 to 9 p.m. 
 
 * BLACK AND WHITE (Pen and Ink and Wash Drawing) Friday, 7 to 9 p.m. 
 
 * ANTIQUE (Drawing from) Monday, 7 to 9 p.m. 
 
 * LIFE DRAWING Wednesday, 7 to 9 p.m. 
 
 * REPOUSSE WORK Wednesday, 7 to 9 p.m. 
 
 PAINTING. 
 
 * CHINA PAINTING J. A. Peach, Monday and Friday, 7 to 9 p.m. 
 
 MODELLING Gregory Macintosh. 
 
 * ANTIQUE Monday and Thursday, 7 to 9 p.m. 
 ORNAMENT Monday and Thursday, 7 to 9 p.m. 
 CASTING Friday, 7 to 9 p.m. 
 
 * Fees, Senior Scale. 
 
56 
 
 Agriculture Department. 
 
 (By HENRY LORD, G.T.C.A.C., Lecturer in charge of Department.) 
 
 ORIGIN OF DEPARTMENT. 
 
 THE Department of Agriculture was started by the late Board of Technical Education in 1884, 
 and Mr R. W. E. Mclvor, F.I.C., F.C.S., was the first Instructor. On Mr. Mclvor's resignation 
 he was succeeded by Mr. Angus Mackay, F.C.S., as Lecturer in charge of the Department. 
 
 When the Government dis- 
 solved the Board of Technical Educa- 
 tion he remained Lecturer in charge 
 until 3ist March, 1897. On his re- 
 signation he was succeeded by the 
 writer. 
 
 The writer has spent the 
 greater part of his life in the study 
 and practice of agriculture, and the 
 dissemination of knowledge so ob- 
 tained. At the age of fourteen, 
 while at school at Janze, France, 
 he joined a class in agriculture, and 
 the next year carried off the school's 
 first prize for agriculture. A few 
 years later he gained a scholarship at 
 the entrance examinations, Trois- 
 Croix Agricultural College, near 
 Rennes. The daily work of the col- 
 lege comprised eight hours' practical 
 farm work, and four hours' theory, 
 or science of agriculture. By the 
 end of 1873 he had gained the 
 Trois-Croix Agricultural College diploma, and in the following February, before he was 
 22, was appointed manager of Malidor Model Farm, near Le Lude, France, where he remained 
 for three years, during whch time he won numerous silver, gold, and bronze medals, at 
 various agricultural shows, besides farm and cattle trophies. Space will not permit mention of 
 various other successes in France, where he was frequently engaged as judge at various functions 
 connected with agriculture. Coming to Sydney in 1879, as private secretary and interpreter 
 to Professor F. de Savignon, French Commissioner for Agriculture at the Sydney International 
 Exhibition, he remained here, and his services were given as a judge in various capacities. He 
 joined the agricultural classes at the Sydney Technical College on February u, 1889, as a student, 
 and obtained the teacher's (Mr. A. Mackay's) prize " for excellence in agricultural studies," 
 first term, 1889; and afterwards Mr. Mackay's prize "for marked excellence in agricultural 
 studies," second term, 1889. He next obtained first grade, with honours, in elementary (or 
 practical) agriculture (top pass), December, 1889; and first grade, with honours, in advanced 
 agriculture (top pass), December, 1889; was "locum tenens " for Lecturer in Agriculture 
 from February 10 to April 14, 1890; was assistant from August, 1890, to March, 1897; and 
 on Mr. Mackay's resignation was promoted Lecturer in charge of the Department of Agricul- 
 ture; was elected vice-president of the N.S.W. Chamber of Agriculture in 1904, 5, and 6; 
 President in 1907 and 8, and is still in office. 
 
 The writer has visited most of the agricultural colleges in Australasia. He is the author 
 of a paper on " The Farmers' Weights and Measures," read before Australasian Association 
 for the Advancement of Science at the Sydney University on January 12, 1898, and has also 
 written articles on " The Hydraulic Ram on the Farm," " Drainage and Lime in Agriculture," &c. 
 
 STAFF OF AGRICULTURAL DEPARTMENT. 
 
 Reading from left to right -Mr. Loel, Vetariuary Science ; Mr. Lord, 
 Lecturer iu c-liurire of Department : Mr. Curnuw, Farriery. 
 
AGRICULTURE DEPARTMENT. 
 
 '57 
 
 In January, 1899, he was elected to the Council of the Royal Agricultural Society of 
 N.S.W., and is still on its council, also being a member of its Executive Committee since 1901. 
 
 AGRICULTURAL CLASS-ROOM. 
 
 V r. Lord lecturing to the Students. 
 
 SCOPE OF THE INSTRUCTION. 
 
 GENERAL VIEW. The leading purposes of the Agricultural Department of the Technical 
 College are to supply first, the knowledge needful to ensure successful occupation of the land 
 for the very large numbers of both sexes who are desirous of changing town for country life; 
 and secondly, to supply technical scientific experience to those engaged in various branches 
 of agriculture, and who have time for lessons only in their spare hours. The subjects, as 
 taught, are grouped, so as to be as seasonable as possible. The appliances of the College are 
 sufficient for the foregoing, while the cost to students is on a very moderate scale. Th? 
 instruction given, as the Syllabus explains, is comprehensive, including : 
 
 The main divisions of agriculture Live stock, horses, cattle, sheep, dairying, pigs, poultry, 
 and bees ; general crop farming, for the colder and semi-tropical sections of the country ; 
 orcharding, vineyarding and wine-making, fruit-growing, factory processes of fruit-preserving, 
 market and general gardening, flower culture, and other divisions. 
 
 Soil examinations and the relations of geology, botany, chemistry, physics, the indigen- 
 ous timbers, grasses, and herbs to the qualities of Australian soils, and what they are most 
 capable of producing ; also, drainage, irrigation, mechanics of agriculture, use of tools and 
 implements, &c. 
 
158 
 
 TECHNICAL EDUCATION. 
 
 The science of dairying, the nature of chemicals for checking and destroying fungus and 
 insect enemies, &c., the making and compounding, and the qualities and uses of manures for 
 making crops, including the chemistry operations required. In the second-year course are 
 included agriculture, soil tests, plant analysis, the chemistry of wine-making, the agencies for 
 producing cold, chilling, freezing, &c., sugar-making, distilling, milk and water tests, com- 
 pounding of fluids for destroying fungus and insect pests, and other matters of importance in 
 agricultural practice. 
 
 FIELD LESSONS. In order to make the instruction as practical as circumstances permit, 
 the classes go out for field instruction as'opportunity offers during the entire year. The students 
 
 are mostly adults, and being prepared 
 in the class-room for the work to be 
 done, and taking, as they do, a personal 
 business interest in it, general know- 
 ledge of soils, native vegetation, and 
 other qualifications for land occupation 
 are acquired readily ; and students 
 become expert in pruning and other 
 operations of field and garden practice. 
 Poultry and bee-keeping are taught 
 practically. Those desirous of advancing 
 further in theoretical and . practical 
 chemistry, botany, geology, the business 
 of wool-sorting and classing, farriery, 
 carpentering, blacksmithing, and other 
 branches useful for country residents, 
 are always encouraged to join the 
 special classes for those occupations. 
 
 The following syllabus gives an 
 outline of the instruction available for 
 first, second, and subsequent courses 
 of instruction. The subjects taught are arranged specially for suburban and country residents. 
 
 Elementary Agriculture. First Year Australian Agriculture (Character and Prospects) : 
 Climate and Rainfall ; Selecting Land, Clearing, Building. Fencing, &c. ; Agricultural Drain 
 ing ; Mechanics of Agriculture ; Cultivation of Crops ; Grain Crops ; Root Crops ; Making 
 and Using Manures ; Live Stock in 
 Australian Agriculture; Dairying; 
 the Pig ; Poultry ; Bee-keeping ; the 
 Home Garden ; Fruit Culture ; 
 Flowers, &c. ; Fungus and Insect 
 Pests ; Seasonable Work for the whole 
 Year. Lessons in seasons. 
 
 Advanced Agriculture. Second 
 Year Scientific Aspects of Agricul 
 ture ; What Indigenous Vegetation 
 tells of the Soil, Climate, Seasons, 
 &c. ; Australian Experiences ; Irriga 
 tion, Water Storage, &c. ; Live Stock 
 in Australian Agriculture ; Orchard- 
 ing ; Sheep and Wool ; the Horse in 
 Australia ; Advanced Dairying ; 
 Value of Feed Materials ; Manures ; 
 Rotations in Cropping ; Semi-tropical 
 Farming ; Crops we might grow ; 
 Chemistry on the Farm ; Chemistry 
 in the Dairy ; Fruit-Preserving ; Grape-vines in Australia ; Fungus and Insect Enemies. 
 
 PRACTICAL! HORSE-BREAKI NG READY TO BE THROWN 
 
 PRACTICAL HORSE-BREAKING-THROWN 
 
AGRICULTURE DEPARTMENT. 
 
 '59 
 
 
 PRACTICAL HORSE-BREAKINGTRAINED' 
 
 An Afternoon Class is held in the College on Tuesdays, at 4.30 p.m. The course includes 
 Soil Examination ; Qualities and Uses of Indigenous Grasses, Shrubs, Trees, &c. ; Principles of 
 Plant Life ; Australian Seasons ; Rainfall ; Seed-sowing ; Planting ; Pruning ; Propagating ; 
 Hybridising; Vegetable, Fruit, and 
 Flower Gardening, Fruit-Preserving ; 
 Poultry and Bee Farming; Silk Cul- 
 ture ; Dairying for Milk, Butter, Cheese ; 
 Tests for Water, Milk, &c. ; Fungus and 
 Insect Pests, their Nature, Detection 
 and Treatment, and such other subjects 
 as may be suitable and seasonable. 
 
 Special classes for Dairy Science, &c., 
 are held in the College on Wednesdays. 
 The subjects are outlined in the fore- 
 going syllabus, advanced course. 
 
 Country Classes for Special Subjects. 
 Arrangements may be made, through 
 the Superintendent, at the Technical 
 College, Sydney, for special courses of 
 instruction, extending over eight or 
 more weeks. Any of the subjects in the 
 foregoing syllabus can be chosen. 
 
 Arrangements can also be made for 
 single-lesson lectures on any of the 
 foregoing subjects, for Schools of Art, Agricultural Societies, and other public bodies, as 
 opportunity offers. 
 
 WORK OF THE CLASSES. 
 
 The enrolments for last year in the Sydney Agricultural classes were ninety-one (including 
 four ladies) ; the average age of the students being over 30 years. 
 
 During the year, besides the regular class-work, twelve outdoor lessons were given, 
 viz. : At the Royal Agricultural Society's Show at Moore Park, and various orchards, vineyards, 
 dairy farms, pig farms, and poultry farms, &c. The Council of the Royal Agricultural Society 
 of New South Wales kindly allows the students free admission for one day to their Easter 
 Show, and full advantage is always taken of this favour, the students being accompanied by 
 their instructor, who explains to them the principal points of the leading exhibits in the various 
 sections. Especial attention is given to farm produce the district societies' exhibits, the 
 Government exhibits from the various agricultural colleges and experiment farms, the hydraulic 
 rams, sub-soil ploughs, dairy cattle, pigs, poultry, &c., &c. 
 
 At om of these outings that to " Waverley Dairy," at Bondi, where 185 cows are 
 milked, the milk from twenty cows was tested for butter fat by the senior students, under the 
 supervision of the instructor. 
 
 The work is of a thoroughly useful character, calculated to give the students an insight 
 into the practical work of the farm, garden, and orchard. 
 
 SUCCESSFUL STUDENTS. 
 
 The value of Technical Education in agriculture is well illustrated by the fact that a 
 number of our ex-students now occupy prominent positions in the agricultural world. 
 
 The following cases furnish a few illustrations of the above statement : 
 
 Mr. George Valder became Manager of the Wagga Experiment Farm, then Principal of 
 the Hawkesbury Agricultural College, then New South Wales Government Commercial Agent 
 in South Africa, and is at present Chief Inspector of Agriculture in New South Wales. 
 
 Mr. W. Brooks is manager of the Government Sewage Irrigation farm at Arncliffe- 
 Botany. 5 . 
 
 Mr. E. H. Gurney is Agricultural Chemist at the Queensland Agricultural College at 
 Gatton (Queensland). 
 
i6o 
 
 TECHNICAL EDUCATION. 
 
 Mr. S. Cheetham is head gardener at Callan Park Asylum, where vegetables are grown 
 for something like one thousand persons. 
 
 Mr. Quodling is Inspector of Agriculture in Queensland. 
 
 Mr. A. Martin is manager of one of the Experiment Farms in Queensland. 
 
 Mr. G. L. Sutton, who was experimentalist at the Hawkesburyj 7 Agricultural College, 
 is now manager of the Experimental Farms at Cowra and Coolabah, besides' being Wheat Expert 
 to the Department of Agriculture, succeeding the late Mr. W. Farrer to that position. 
 
 Mr. W. R. Fry was orchardist at the Bathurst Agricultural College, then first manager 
 of the Government)Experiment and Irrigation Farms at Moree, and is now one of the Govern- 
 ment fruit inspectors. 
 
 Mr. A. A. Dunnicliff, junior, is poultry editor on the " Daily Telegraph." 
 
 Mr. Frank? McMullen, M.A., who went through the two-years' course in Agriculture as 
 recently as 1904-1905, is now principal of the Hurlstone Agricultural Continuation School. 
 
 Mr. C. F. Jeanneret has been^ recently appointed experimentalist at Wagga Experiment 
 Farm and College. 
 
 A' large number of ex-students are at present successful larmers all over the States. 
 
 A^ feature of the last two-years' classes was that about one-third of the students were 
 Public School Teachers. 
 
 The three photos illustrate the practical horse-breaking lesson for saddle, harness, or 
 plough work which is included in the practical teaching of Agriculture. 
 
 ELEMENTARY VETERINARY SCIENCE. 
 
 THESE classes, which are under the charge of Mr. B. B. Loel, G.M.V.C., are not formed with 
 the object of producing Veterinary Surgeons, but to impart a sound, practical, and theoretical 
 knowledge in elementary Veterinary Science to those who have the care and management of 
 live stock committed to their charge, and to individuals who are interested in the welfare of 
 those animals subservient to man. 
 
 ELEMENTARY VETERINARY SCIENCE LECTURE-ROOM. 
 
DEPARTMENT OE AGRICULTURE. 161 
 
 The Syllabus is specially prepared in order that students who purpose fulfilling such 
 duties as those of Inspector of Stock, or Inspector of -Dairies, may receive the scientific educa- 
 tion necessary to fit them for such positions. 
 
 During the first year, the elementary anatomy and physiology of domesticated animals 
 are taught, whilst in the second year the lectures delivered deal with the care and management 
 of live stock and the symptoms and treatment of diseases common to these animals. 
 
 In order to facilitate the work of the students, carefully prepared diagrams, specimens, 
 and dissections are used to illustrate the lectures. Visits are also arranged to various places 
 where information may be gained, and practical demonstrations given when possible. 
 
 The course extends over three years, and may be epitomised as follows : 
 
 First Year. Anatomy, Physiology. 
 
 Second Year. Stabling, the Horse, Breeding, Purchase of Horses, Soundness and Un- 
 soundness, Lameness, Diseases, Injuries and Wounds, Operations. 
 
 Cattle The critical points ; characteristic features of various breeds ; diseases. 
 
 Sheep Diseases. 
 
 Swine Common diseases and treatment. 
 
 The Dog Symptoms and treatment of prevalent maladies. 
 
 Practical demonstrations are given when possible, and include : 
 
 (a) Methods of conducting post-mortem examinations, (b) Dissection, (c) Practical lessons 
 on the horse ; his points, marks, breed, colour, age, &c. ; handling, clothing, and 
 bandaging of horses; methods of approaching and examining sick animals; methods 
 of throwing or casting horses for operation ; methods of administering medicines to 
 horses. 
 
 Third Year. Veterinary therapeutics. Veterinary medicine and surgery. Operations 
 where practicable. 
 
 FARRIERY. 
 
 The course of instruction in Farriery, which is in charge of Mr. John Curnow, extends 
 over one year, and is specially adapted to impart to improvers and apprentices a thorough and 
 practical insight into their work, and thus supply a long-felt want. 
 
 The horse's foot is looked upon by the average individual as a block of inert matter at 
 the extremities of the limbs, instead of which it is one of the most highly organised and 
 specialised structures known to anatomists. 
 
 Many horses are rendered cripples and their usefulness prematurely ended through 
 ignorance of the structure and functions of the vital parts of their feet. The Farriery class 
 offers to all farriers a ready means to acquire this knowledge ; and it is hoped that a " Certificate 
 in Farriery " will become recognised as a necessary credential in the trade. 
 
 To gain a Certificate in Farriery the student is required to pass both the theoretical and 
 the practical examinations. 
 
 The course is illustrated by preparations, models, casts, drawings, and anatomical 
 specimens. 
 
 The instruction may be epitomised as follows : 
 
 () The History of Farriery ; (b) Anatomy of the Foot ; (c) The Physiology of the Foot. 
 (d) Principles of Shoeing ; (e) Diseases of the Foot ; (/) Surgical Shoeing ; (g) Prac- 
 tical Shoeing. 
 
 Special arrangements are made for Practical Lessons. 
 
 TEXT BOOKS. 
 
 Hunting's " The Art of Horse-shoeing." 
 " Horse-shoeing and the Horse's Foot," by Dollar and Wheatley. 
 
 PROGRAMME OF CLASSES. 
 
 HENRY LORD, G.T.C.A.C., Kennes, France, Lecturer in charge of Department. 
 AGRICULTURE (Klementary) Tuesday, 7.30 to 9 p.m. 
 (Advanced) Wednesday, 7.30 to 9 p.nr 
 DAY CLASSES for Fruit and Flower Gardening, Poultry and Bee Fanning, Tuesday, 4.30 to 6 p.m. Analysis 
 
 of Milk, Butter, Soils, &c., Wednesday, 4.30 to 6 p.m. 
 FARRIERY John Curnow, Friday, 7.45 to 9 p.m. 
 
 VETERINARY SCIENCE B. B. Loel, G.M.V.C., Monday, first year, 7.30 to 8.30 p.m. ; second year, 8.30 to g.^o 
 p.m. Practical Demonstrations, fortnightly during istand 3rd terms. 
 L 
 
162 
 
 Department of Architecture. 
 
 [By JAMES NANGI.E, F.R.A.S., F.I. A. (X.S.W.), Lecturer in Charge of Department.] 
 
 HISTORY. 
 
 INSTRUCTION in Architectural Drawing, Building Construction, Carpentry, Joinery, and Brick- 
 laying has been given since the earliest stages of technical education in this State. One of the 
 
 THE STAFF OF THE DEPARTMENT OF ARCHITECTURE. 
 
 From left to rinlit. 
 Fi-init lime : Mr. Koberts, Assistant Teacber of Drawing; .Mr. Wilkie, Teocher-in-charge Carpentry ; -Mr. Nannie, Lecturer in charge 
 
 of Department : Miss Bannister. Wood-can inu ; Mr. Hartley, Teaelier, Drawing ; Mr. [."i-klev, Senior Teacher, Carpentry ; 
 
 Mr. Meljb. lirirkliiyim;. 
 /jYn-A- /i'rMr ; Mr. Campbell, Assistant, Carpentry; Messrs. Hrown, Stewart, Wilkie, Assistant Teaehers, Carpentry; Mr. Cooper, 
 
 Railway-carriage Huilcler ; Mr. Itnsb, Assistanl Teaelier, Carpentry; Messrs, Cambridge, Martin, Xinv.ey, Assistant 
 
 Teaeliers, Architecture. 
 
 first instructors in Architectural Drawing was Mr. Cyril Blacket, who was followed by Mr. 
 J. F. Hennessy. Then the late Mr. Wright Campbell took charge, and under his care the 
 classes increased very greatly in numbers, and students distinguished themselves by conspicuous 
 success in winning prizes for drawings submitted for competition at South Kensington, London. 
 The classes, both during the time of Mr. Hennessy and Mr. Campbell, were held in the building 
 in Sussex-street, where the accommodation was very poor. After the death of Mr. Wright 
 Campbell, Mr. Cyril Blacket was again appointed to the charge of the Department of Archi- 
 tecture, which position he held for some years. During the late Mr. Campbell's term of 
 office a move was made to a suite of rooms and workshops in the new College at Ultimo. On 
 the resignation of Mr. Blacket, about three years ago, the writer was appointed to take 
 charge of the Department. 
 
DEPARTMENT OF ARCHITECTURE. 
 
 163 
 
 There has been, during the last couple of years, a great development in this Department. 
 Originally the trades and drawing classes were in separate parts of the great group of buildings 
 devoted to Technical Instruction at Ultimo. Besides this want of co-ordination of the drawing 
 and trades classes, there was also a great lack of accommodation. The task of providing the 
 location of all the classes relating to building and architecture with plenty of accommodation 
 in one building was immediately undertaken. The scheme then outlined is now practically 
 complete and in operation. 
 
 DESCRIPTION OF THE ARCHITECTURE BUILDING. 
 
 What was formerly a two-story building, the lower portion of which was given over 
 to Agriculture and store rooms, with the upper floor for a carpenter's workshop, has been greatly 
 extended in plan and increased to three storeys in height. 
 
 On the lower floor are located in a large room the wood-working machines, 
 comprising a Fay's No. 2 American solid frame patent variety wood-working machine, small 
 panel planing machine, small saw-bench, large saw-bench, one band-sawing machine for sweeps 
 and circular work, patent fret-saw, lathes for wood-turning, and the necessary additional 
 machines, such as "grindstones, emery-wheels, &c. These are driven with electric power and 
 are under the supervision of an experienced wood-working machinist. Adjacent to the machine- 
 room is the Bricklaying room. 
 
 On the second floor is the large Carpentry and Joinery workshop, containing fifty 
 benches. At one end of this floor is a large room devoted to the teaching of Wood-carving 
 and Polishing, and wherein are located models of all carpentry and joinery portions of buildings. 
 
 The third floor is given up to drawing offices, one each for the first, second, and third 
 years, in construction and architectural drawing, and one for the setting out of work required 
 by the carpentering class. At the end of this floor is a magnificent lecture-room, where students 
 
 LECTURE-ROOM FOR STUDENTS IN ARCHITECTURE. 
 
 Mr. Nangle lecturing to Class, 
 
164 TECHNICAL EDUCATION'. 
 
 in each of the three years in Building Construction and the Styles of Architecture receive their 
 lectures. This room is planned in the form of a theatre, with the seats rising at a rapidly 
 increasing angle, so that all students may have a clear view of the lecturer and demonstration 
 table. 
 
 On each of the upper floors are rooms set apart for the testing of building materials. 
 On the second floor is a room where cement limes, and the various kinds of mortar are 
 investigated and tested, while on the top floor under the gallery in the large lecture-room is a 
 room where timbers, stones, and other building materials are tested for strength. 
 
 In planning the building great consideration was given to the question of a proper 
 correlation of the various classes ; for instance, the Carpentry and Joinery workshop is located 
 as before described, immediately above the wood-working machinery, and access is gained 
 from one to the other by a stair. The Carpentry workshop is again placed just below the drawing 
 office, where the student who is to make any particular piece of carpentry or joinery work will 
 go, to set it out to scale on paper, prior to making it. Access from the Carpenter's workshop 
 to this drawing office above is also gained by means of a stair. The drawing office for the setting 
 out work for the carpentry is also in close touch with the drawing offices, wherein the whole ot 
 the details of Building Construction and the Styles of Architecture are studied. 
 
 THE SYLLABUS. 
 
 The scheme of instruction in the Department of Architecture is, as is necessarily the case 
 in a Technical College, planned primarily with a view to provide for the training of tradesmen 
 by giving them instruction supplementary to that which they receive at their daily work on the 
 building or in the builders' workshop, and to assist each trade in a general knowledge of building 
 construction. The idea is to make not only a better workman at his own particular trade, 
 but also to help him to carry on successfully the duties of foreman, clerk of works, or builder. 
 The practical courses and lectures on Building Construction, however, afford a very useful, 
 and, indeed, a necessary course of instruction for architects' pupils. The course as set out 
 at the College has received the endorsement of the Institute of Architects, and has been 
 incorporated in the syllabus of studies set out for pupils o" members of the Institute of 
 Architects. It is also worthy of note that the course receives the endorsement of the Master 
 Builders Association of this State. The master builders are keenly interested m the working 
 of it, and make it a practice to present prizes annually to those students who do well in their 
 studies at the College. Although the principles of construction naturally receive the most 
 attention both in the drawing and lecture classes, as well as in the trade classes, some provision 
 is made for instruction in the features in the different Styles of Architecture. This has been 
 considered a necessity, for even in the case of an ordinary tradesman a knowledge of the Style 
 of Architecture of the building at which he is engaged will enable him to exercise more interest 
 in the shaping of the details. He will consequently be of real assistance to the architect whose 
 designs he is engaged in executing, and a better quality of work generally is likely to be the 
 result. 
 
 Previously it was the practice to merely give the students in drawing instruction in the 
 copying of plans of cottages, villas, and such buildings, without much reference to the question 
 of detail. This has been done away with entirely, and now the students are engaged throughout 
 the whole of the three years in the drawing out to various scales of the details of construction 
 of the various parts of a building and the details of the various Styles of Architecture. 
 
 The course in CARPENTRY and JOINERY comprises three years' instruction an advanced 
 year in joinery and two years in stair and hand-railing. The course is sufficiently comprehensive 
 to cover the details most completely of carpentry and joinery, and when supplementary to 
 practical experience on a building, and in the builder's workshop, should provide for the turning 
 out of very capable tradesmen. Particular care is taken that the students make drawings to 
 
DEPARTMENT OF ARCHITECTURE. 
 
 165 
 
 CARPENTER'S SHOP, DEPARTMENT OF ARCHITECTURE. 
 
 ANNUAL EXHIBITION OF STUDENTS' WORK CARPENTRY AND JOINERY. 
 
1 66 
 
 TECHNICAL EDUCATION. 
 
 scale of examples which they are to make. This class is under the care of Mr. Wilkie, with 
 Mr. Lockley as principal assistant, who have with them a staff of assistant teachers. The 
 photograph shows the carpentry class at work in the carpentry and joinery workshops, which 
 contains accommodation for 100 students. 
 
 THE BRICKLAYING CLASS-ROOM 
 
 Students at Work. 
 
 The BRICKLAYING section comprises a course of practical and theoretical instruction 
 covering three years, and is under the care of Mr. Bebb. The photograph shows the students 
 at work in the room, where they are taught to set out the work full size, and then to build 
 portions of actual walls, arches, &c., with full-sized bricks. 
 
 The WOOD-CARVING, controlled by Miss Bannister, comprises a course of three years' 
 instruction, including the preparation and execution of simple designs in the various styles 
 of ornament in Classical, Romanesque. Gothic. Italian, French, and English Renaissance. 
 Advanced designs in the various architectural styles are dealt with in the second year ; original 
 designs, their suitability and adaptability to furniture, art, and architectural work. Some 
 examples of the work done in this class are shown by the illustrations. 
 
 The WOOD POLISHING and DECORATION class includes a full course of instruction in 
 these trades and is under the charge of Mr. Adams. 
 
 The DRAWING OFFICE work, including instruction in the drawing of all constructional 
 and architectural details is, under the supervision of Mr. Hadley, with Messrs. Roberts, Nurzey, 
 
DEPARTMENT OF ARCHITECTURE. 
 
 167 
 
 THE WOOD-CARVING CLASS-ROOM. 
 
 EXHIBITION, FEBRUARY, 1904, STUDENTS' WORK. 
 
1 68 
 
 TECHNICAL EDUCATION. 
 
 and Cambridge as assistants. All the drawing is done to scale from sketches on blackboards 
 in front of the class. The students are thus forced to set plans, sections, and elevations up in 
 a proper way, and are trained to understand what they are doing. The illustrations of examples 
 of construction drawing will serve to indicate the success of the method of teaching this subject 
 as compared with I he old style of allowing the students to copy from scale drawings. These 
 examples are drawings made during the stress of the annual examinations in three hours' time 
 from sketches with dimensions marked. A notable- feature of the work in connection with 
 
 Sill! 
 
 THE IST YEAR CONSTRUCTION DRAWING-ROOM. 
 
 Students at Work 
 
 architectural drawing is the measured drawing. The students go with Mr. Hadley to buildings 
 of good architectural style on Saturday afternoon and take measurements. These measurements 
 are used to prepare scale drawings in the class-room. The details of the doorway and roof 
 from the Sydney University, which are illustrated, are examples of this section. The lectures 
 in BUILDING CONSTRUCTION and the STYLES OF ARCHITECTURE, covering three years in each 
 subject, are delivered by the Lecturer in Charge of the Department, who also personally 
 supervises all testing and other experimental work. The lecturer has with him Mr. A. H. Martin 
 as assistant. 
 
 A course covering a year's instruction in QUANTITY SURVEYING, giving all the details 
 of taking off and billing quantities in building work is taught by Mr. Stowe. 
 
 After passing through the trades course and the course in Building Construction and 
 Styles of Architecture, the students are encouraged to come and practise the application of 
 
GREAT HALL, SYDNEY UNIVERSITY 
 
 HALF SKCTION OK ROOF, GKKAT HALL, SYDNEY UNIVERSITY. 
 41239 
 
 rMOTO-UTHOOIUPHKO BV W. * OUUICK. OOVEIWtMENT 
 
O f THE 
 
 UNIVERSITY 
 
 OF 
 
J?aWAY 
 
F THE 
 
 UNIVERSITY 
 
 OF 
 
DEPARTMENT OF ARCHITECTURE. 169 
 
 that knowledge which they have received in the planning of buildings, but very little provision 
 has been made so far for the development of this final course. The students who have attended 
 the courses are rather more interested in RESEARCH WORK, and a great deal of help has been 
 given by those students who have most successfully passed through their course in the testing 
 and the working out of the results of the strength and other physical properties of various 
 building materials, especially the timbers of this State, and many important contributions 
 have been made to the Technological Museum and the Institute of Architects embodying these 
 results. 
 
 Special mention should be made of the help given by Messrs. Farrell, Cambridge, Martin, 
 Ansell, and Kelshaw, in the work of original research on Australian timbers, and stones, and 
 also on reinforced concrete. 
 
 A great point is made of the necessity which exists for a student to previously study 
 plane and solid geometrical drawing, elementary mathematics, and physics before entering on 
 a course of studies in the Department of Architecture. In this connection it is pleasing to 
 note that of late years the students arc much better equipped for entering on the course of 
 building and architecture than formerly. This evidently is due to the improved methods of 
 instruction in the Public Schools. 
 
 Many students who have passed through the course have gone with a view to increasing 
 their experience to America and England. It is interesting to note as evidence of the success 
 of the instruction that they are doing very well. Three of these ex-students are particularly 
 conspicuous by their success in obtaining important positions in London. 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OK ARCHITECTURE. 
 JAMES NANGLE, F.R.A.S., F.I. A., N.S.W., Lecturer in Charge of Department. 
 
 B. HADLEV, Teacher of Drawing. 
 
 G. A. ROBERTS, N. NURZEY, E. CAMBRIDGE, Assistant Teachers of Drawing. 
 CONSTRUCTION DRAWING ist and 2nd years: Monday, Tuesday, and Wednesday, 7 to 9 p.m. 
 ARCHITECTURAL DRAWING ist year: Monday, Tuesday, and Wednesday, 7 to 9 p.m. 
 
 Do 2nd year : Monday, Tuesday, and Thursday, 7 to 9 p.m. 
 
 ARCHITECTURAL DESIGN Friday, 7 to 9 p.m. 
 
 BUILDING CONSTRUCTION Lectures, 1st year, Thursday, 7 to S p.m.; Jiid year, Wednesday, 7 to 8 p.m.; 
 3rd year, Tuesday, 7 to 8 p.m. 
 
 STYLES OF ARCHITECTURE Lectures, 1st year, Thursday, 8 to 9 p.m.; jnd year, Wednesday, 8 to 9 p.m.; 
 3rd year, Tuesday, 8 to 9 p.m. 
 
 *QUANTITY SURVEYING F. E. Stowe, Friday, 7 to 9 p.m. 
 CARPENTRY AND CABINETMAKING 'ADVANCED JOINERY- 
 
 Practice and Theory Monday, Tuesday, Thursday, and Friday, 7 to 9 p.m. ; Saturday, 9.30 a.m. to 
 11.30 a.m. T. A. Wilkie, Teacher; E. Lockley, Assistant Teacher. 
 
 CARPENTRY Day Classes for a limited number only; Monday to Friday, 9.30 a.m. to 12 noon, and 2 to 4 p.m. 
 Fees Juniors, i per term ; Seniors, 2 per term. 
 
 *HANDRAILING AND STAIRCASING Monday, Tuesday, Thursday, and Friday, 7 to 9 p.m. 
 
 *\Vooo AND CHIP CARVING Tuesday and Thursday, 10 a.m. to 12 noon; Monday, Wednesday, and Friday 
 2 to 4 p.m. ; Thursday, 7 to 9 p.m. 
 
 WOOD-TURNING Monday, Tuesday, and Friday, 7 to 9 p.m. ; Miss Bannister. 
 BRICKLAYING Teacher, G. Bebb ; Tuesday and Friday, 7 to 9 p.m. 
 
 **FRENCH POLISHING AND WOOD DECORATION E. Adames ; Monday and F'riday, 7 to 9 p.m. 
 
 * Fees, Senior Scale, 
 
leOdaHon of Jcte e vi 
 
 EXAMINATION WORK PENCIL DRAWING MADE FROM DIMENSIONAL SKETCHES IN THREE HOURSAT 
 
 ANNUAL EXAMINATION 1908. 
 
EXAMINATION WORK-PENCIL DRAWING MADE FROM DIMENSIONAL SKETCH IN THREE 
 
 HOURS AT TERM EXAMINATION, 1908. 
 

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'73 
 
 Department of Biology. 
 
 (By S. J. JOHNSTON, B.A. B.Sc.) 
 
 THE Department of Biology as at present constituted was formed only two years ago, though 
 the subjects Botany and Physiology have been taught in the College for a number oi years 
 The complete course affords a thorough training in Biological Science in the broad sense, in 
 eluding Botany, Zoology, and Physiology. 
 
 BOTANY. 
 
 The course in Botany covers two years' work. In the 
 first year the work, as is found most suitable in an elementary 
 treatment of the subject, is confined to the Higher Plants. 
 First the general morphology of flowering plants is dealt with 
 in considerable detail. This is followed by an examination of 
 the tissues and minute structure of plants with practical 
 microscopic work. The physiology of plants is then discussed, 
 the life and work of the plant, as a whole, and the functions 
 of the various members of the plant body. The nutrition 
 respiration, growth, movements, and reproduction of plants are 
 discussed in detail, and the various aspects of plant physiology 
 of importance in agriculture pointed out and emphasized. 
 Many experiments on the physiology of plants are carried out in 
 the class. 
 
 MB. S. J. JOHNSTON, 
 
 Teiicher of Botuny. 
 
 Finally the classification of plants is treated on, and a number of natural orders are 
 studied. The largest and most important orders are chosen for study here, in order that the 
 students may gain an intimate knowledge of the structure and relationships of plants commonly 
 met with in the garden and field, and a few typical Australian natural orders as a short intro- 
 duction to a knowledge of Australian plants; but the main object in choosing the orders is to 
 teach the student about common cultivated plants, typical Australian natural orders being 
 much more numerously treated in the second year's course. Several species of each order 
 are chosen as types, and by means of the dissection of actual specimens a good idea of the 
 morphology of each order is gained; in addition, the Distribution and Economics of the 
 selected orders is studied. 
 
 Throughout the year a number of field excursions are held, where plants are studied 
 in their natural state, and an introduction to a knowledge of Australian plants gained. This 
 is one of the most popular and useful parts of the work. 
 
 In the second year's course the Plant Kingdom is dealt with as a whole, and the lower 
 orders of plants as Algae, Seaweeds, Fungi, Mosses, and Ferns are studied practically with the 
 microscope. The histology of the vascular plants is practically studied in detail, and a know- 
 
74 
 
 TECHNICAL EDUCATION'. 
 
 edge of the technique of micro-botany imparted. The methods of the preparation of plants 
 and parts of plants for microscopic examination, the cutting of sections, the action and use of 
 micro-chemical reagents and stains are now learned and practically carried out by the students. 
 Finally a much larger number of natural orders than in the first year are selected for study, 
 including a number of the most characteristic and interesting orders of Australian plants. As 
 in the first year's course a number of field excursions are held, and students are encouraged 
 to make and preserve collections of local plants ; and using their course as an introduction 
 to the subject, to follow out the study of Australian plants for themselves. 
 
 The work throughout is illustrated by specimens, microscopic preparations, models, 
 diagrams and experiments. 
 
 THE BOTANY CLASS-ROOM, 
 
 .Mr. S. .1. Johnston li'itnrin^ to diss. 
 
 The aim of the complete course is to impart a thorough knowledge of the science of 
 Botany on modern lines, and to engender an enthusiasm for the work in the students so that 
 they will carry it on after leaving the College, and by their work on Australian plants, add to 
 the sum of botanical knowledge. 
 
 The students include many teachers both of State Schools and of private primary and 
 secondary schools. Every year, too a number of practical gardeners, nurserymen, and students 
 of agriculture are to be found in the classes, and are amongst the most attentive and enthusiastic 
 of students. 
 
DEPARTMENT OF BIOLOGY. 
 
 175 
 
 GEORGE, 
 
 ZOOLOGY, 
 
 This subject is also taught as a two years' course, and consists of 
 lectures and practical classes. In the first year the student begins with 
 the lowest forms of animal life, sees their relations with the lowest plants, 
 and follows the gradual increase in complexity of structure throughout 
 the animal kingdom. Classification is an important part of the 
 classwork. 
 
 The Protozoa, Sponges, Corals, Polypes, Jelly-fish, Star-fish, Sea 
 Urchins, parasitic and free-living Worms, Lobsters, Barnacles, Insects, 
 Spiders, Centipedes, and Molluscs are studied practically by means of 
 actual specimens, along with the groups to which they belong. 
 
 During the second year, the Insects, as of great economic importance 
 in an agricultural country, are studied in much greater detail. Then 
 follows a consideration of vertebrated animals as Fishes, Amphibians, 
 Reptiles, Birds, and Mammals. Teacher of zoology. 
 
 The students examine living pond life ; they make dissections of types of the various 
 classes and examine other specimens. They become familiar with the use of the microscope, 
 and are taught how to mount and stain specimens as microscopic objects. An industrious 
 student is able to form the nucleus of a good teaching collection. The mounting and preserving 
 of insects and other animals is also a part of the work. 
 
 Those animals which are of economic importance, as parasites, pests, those used for food, 
 or injurious to man, &c., receive special attention. Interesting life histories are dealt with ; 
 and in the senior class a brief sketch of embryology is given and various biological processes 
 and problems explained and discussed. 
 
 A very useful part of the course is the outdoor work. Excursions are held frequently. 
 The students study animal life along the seashore, in the pond, and in the field. 
 
 The work is well illustrated with diagrams, models, dissections, microscopic and lantern 
 slides. This class as well as the Botany class is of special benefit to teachers who wish to gain 
 a knowledge of nature study, and is also very useful to students of agriculture. 
 
 PHYSIOLOGY. 
 
 The course in Physiology consists of two parts, lectures and practical work. In the 
 lectures the broad principles of the subject receive due prominence and special attention is given 
 
 to such matters as food, its composition and nutritive value ; 
 the processes of digestion, respiration, and circulation, excretion 
 and secretion, the effect of exercise, the nervous and sensory 
 mechanisms. The practical work follows the lecture and usually 
 deals with the same part of the subject. To gain a knowledge 
 of the anatomy and physiology of the various organs in the body 
 of man, examples of these organs from various domestic animals 
 are taken and dissected, e.g., the brain and heart of a sheep, larynx 
 ^_, . of pig, eye of ox, &c. The minute structure (histology) of the 
 
 ^A I ^^^^ body is studied under the miscroscope. 
 
 A very important part of the work of this class is the 
 chemical physiology. Sugars, starch, proteid, egg, milk, flour, 
 bread, &c., are examined chemically, and experiments in artificial 
 digestion are carried out by the students. 
 
 Mn. KESTEVEN, 
 
 Teacher of Physiology. 
 
 The teaching is illustrated by models, dissections, experiments, microscopic and lantern 
 slides, and diagrams. There is a shorter course compulsory for students training for sanitary 
 inspectors and meat inspectors, though many of these take the full course and are amongst 
 the best of the students. In addition to these the classes are composed mainly of school teachers, 
 both of private and State schools, dentists' apprentices, professional exponents of physical 
 culture and massage, and others. All the classes of the department contain a number of general 
 students, people interested in science and knowledge for its own sake, and in search of informa- 
 tion and education. 
 
176 TECHNICAL EDUCATION. 
 
 EQUIPMENT. 
 
 All the classes of the Biology Department are carried on, at different times, in the 
 same class-room, which is fitted up as a biological laboratory. While the equipment of 
 this laboratory through lack of funds leaves much to be desired, the 
 essential requirements are there. There are twenty benches, each 
 designed to accommodate two students. Each bench contains a sink, 
 with water and gas laid on. The seats are arranged on curves so as to 
 face the teacher and blackboards in the centre. There is a large 
 revolving screen for the display of diagrams, which are pinned on. 
 A lantern equipment is available and is largely used. The laboratory 
 has an adequate supply of good modern microscopes, two microtomes, 
 bunsens, dissecting dishes, and other apparatus generally used in a 
 Laboratory' A" isto.t. laboratory of this nature. 
 
 MR. PETERSEN. 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OF BIOLOGY. 
 
 *BOTANV S. J. Johnston, B.A., B.Sc. Monday (First year), 7 to 8 p.m.; (Second year), 8 to 9.30 p.m. 
 Saturday, 9 a.m. to 10 a.m. 
 
 PHYSIOLOGY H. L. Ki-steven, B.Sc. Tuesday (Lecture), 7 to 8 p.m. Practical Work, 8 to 9 p.m. 
 
 *ZOOLOGY S. George, B.Sc. First year Friday (Lecture), 7 to 8 p.m. Practical, 8 to 9.30 p.m. Saturday 
 
 (Lecture), 10 to II a.m. Practical, u a.m. to 12.30 p.m. Second year Wednesday (Lecture), 
 
 7 to 8 p.m. Practical, 8 to 9.30 p.m. 
 
 * Fees, Senior Scale. 
 
V oF THE 
 
 UNIVERSITY 
 
 OF 
 
 Department of Chemistry and Metallurgy. 
 
 (By W. J. CI.UNIES Ross, B.Sc., Lond., F.G.S., Lecturer in charge of Department). 
 
 THE course of instruction in this Department is intended to afford a complete training in 
 Theoretical and Practical Chemistry to those who aspire to the position of Assayer, Metallurgist 
 or Works Chemist, when supplemented by 
 experience in the laboratory of a mine or 
 chemical works. It provides also for those 
 who, while not wishing to give sufficient 
 time to complete their course, yet desire 
 to acquire some knowledge of the science 
 to improve their general education, or as 
 subsidiary to the study of other sciences. 
 The Syllabus in pure chemistry consists 
 of three courses of lectures in Theory ; the 
 first dealing with elementary principles and 
 the chemistry of the non-metals ; the 
 second, with the chemistry of the metals 
 and Technical Chemistry ; the third, with 
 higher theory and chemistry of the rare 
 metals. The Practical Chemistry Course 
 includes training in qualitative analysis, 
 which may be completed in two years, 
 students taking one lesson a week, but 
 students taking two or more lessons a week 
 may finish in one year. This is followed 
 by quantitative analysis extending over 
 two years, two lessons a week, dealing first 
 with gravimetric analysis, followed by 
 volumetric analysis, and the analysis of 
 minerals and ores. 
 
 Examinations are held at the close of each term and at the end of the year, no student 
 being allowed to have the complete certificate unless he has passed all his examinations suc- 
 cessfully. 
 
 There is a course in metallurgy and assaying, theoretical and practical, extending over 
 two years, two lessons in practical assaying per week. 
 
 Students are not usually allowed to take up assaying until they have some knowledge 
 of chemistry, but if pressed for time, may, with the consent of the teachers, take up the two 
 courses simultaneously. 
 
 There is also a two-year course in Organic Chemistry, theoretical and practical, but 
 students are required to learn Inorganic Chemistry, first year at least, before taking up Organic, 
 unless they possess a previous knowledge of that subject. 
 
 Great care is exercised in laying the foundations of chemical knowledge, students being 
 required to carefully record all experiments in their note-books, which are checked by the 
 teachers, and are also trained in testing weights and balances, in calibrating measuring vessels, 
 &c. Experience has shown that this method results in students being well able to hold their 
 own in comparison with those trained at other centres. 
 
 The classes are open to all students, male or female, who desire to learn chemistry, 
 provided they possess sufficient elementary education to enable them to follow the lectures, 
 and the ages of the students now attending, range from 14 to 70. 
 
 Chemistry also forms an integral part of the day courses in Engineering, students taking 
 Mechanical or Electrical Engineering attend the first two years of Theoretical and Practical 
 Chemistry, also attending lectures on Metallurgy. Those who are following the course for 
 mining engineers take Quantitative Analysis, Metallurgy, and Assaying in addition. 
 
 M 
 
 fr 
 
 STAFF OF THE DEPARTMENT OF CHEMISTRY. 
 
 Reading from left to right 
 
 fimt nnr : Mr. Cballinor, Assistant Teacher and Demonstrator; 
 Mr. Ross, Lecturer in charge of Department ; Mr. Smith, 
 Lecturer in Organic Chemistry. 
 Hack nut' : Messrs. Lewis, Walker, Harding, Coombs, and Murray. 
 
1 7 8 
 
 TECHNICAL EDUCATION. 
 
 Hitherto it has not been possible, except to a very limited extent, to provide for students 
 following up systematic technical analysis, o - ,ving to lack of space. It is hoped in the future 
 that facilities will be provided and courses arranged in such branches as the Chemistry of 
 Tanning, of Oils and Fats, of Sugar, of Cement and Earthenware, of Agricultural Chemistry, &c. 
 
 The accommodation provided includes a lecture-room, capable of holding about 70 
 students ; a laboratory with benches for about 40 students working at one time ; a metal- 
 lurgical laboratory fitted with wind and muffle furnaces; a balance room with about twenty 
 chemical and assay balances ; and a limited amount of store space, with two small rooms for 
 the teachers, which also serve as store-rooms. 
 
 DEPARTMENT OF CHEMISTRY AND M ETA LLU RG Y LA BO R ATO R Y. 
 
 The rooms are often overcrowded, and not very well lighted, so that more space is urgently 
 required. The Committee appointed by the Public Service Board to investigate the chemical 
 laboratories and Museums maintained by the State, reported strongly to this effect. Plans 
 for an additional story to the present building have been prepared, and it is hoped will be 
 carried out. Were ground space available, however, it would be far better to erect an entirely 
 new building, so that teaching would not be interfered with while the alterations were being 
 carried out. 
 
 The Staff consists of a Lecturer in charge of the Department, who gives the lectures on 
 Inorganic Chemistry, teaches Practical Chemistry in part, and supervises the Department. An 
 assistant teacher and demonstrator, Mr. R. W. Challinor, who teaches Practical Chemistry, 
 especially quantitative analysis ; a laboratory assistant, Mr. H. A. Harding ; together with a 
 junior laboratory assistant, and honorary assistant. The branch of Assaying and Metallurgy 
 is under a teacher, Mr. A. H. Stewart, B.E., who conducts the theoretical and practical work, 
 assisted by a demonstrator, and honorary assistant. Organic Chemistry is taught by Mr. H. G. 
 Smith, F.C.S., at the Technological Museum. 
 
DEPARTMENT OF CHEMISTRY AND METALLURGY. 
 
 '79 
 
 That the Department is fulfilling the purposes for which it is designed is shown by the 
 large and increasing number of students, and the cordial and friendly feeling which exists 
 between teachers and students. The number of students enrolled in the classes last year, 1908, 
 was : 
 
 Inorganic Chemistry 
 Metallurgy and Assaying 
 Organic Chemistry 
 
 435 
 
 47 
 
 Total ... ... ... 496 
 
 This is about double the number attending five years ago. 
 
 Classes in Chemistry were started by Mr. Dixon shortly before the establishment of the 
 Board of Technical Education, in 1883, which then took over the Chemistry Classes as part of 
 the scheme of Technical Education. The classes were at that time held in the School of Arts, 
 Pitt-street, under Mr. W. A. Dixon, F.I.C., F.C.S. In 1885 classes were formed at Bathurst, 
 Newcastle, and Goulburn. Classes have been started in other centres from time to time, and 
 at present are being held at Albury, Bathurst, Broken Hill, Cobar, Dubbo, Goulburn, Lithgow, 
 Maitland, Newcastle, Tamworth, and Hillgrove. 
 
 At all these centres the same course of instruction is pursued as in Sydney, and the same 
 examination papers are worked at the Annual Examinations. 
 
 Many students who commenced their chemical studies at the Technical College are now 
 occupying responsible positions in various parts of Australia ; some also in America, and else- 
 where. One does not care to mention names without the consent of those concerned, but one 
 ex-student is Metallurgist at an important mine in the northern part of New South Wales. 
 
 V, 
 
 THE CHEMISTRY CLASS-ROOM. 
 
 Mr. Ross lecturing to the class. 
 
i So 
 
 TECHNICAL EDUCATION. 
 
 THE ASSAYING LABORATORY. 
 
 .Mr. Stvwart, Toai-hur of Assaying, &c., on the left. 
 
 Another is managing a copper-mine, also in this State. A third occupies an important position 
 in Tasmania. Others are at work at Broken Hill, Cobar, &c., For the most part we lose sight 
 of students when they leave the College, and it is only occasionally that one calls in to tell of 
 his success. There is, however, an ex-students' union connected with the Engineering School, 
 and at the annual dinner one meets a considerable number of former students, and hears o( 
 others, nearly all of whom are doing well. 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OF CHEMISTRY AXD METALLURGY. 
 
 W. J. CLUNIES Ross, B.Sc. (Lond.), F.G.S., Lecturer in Charge of Department. 
 
 A. H. STEWART, B.E., Teacher of Metallurgy anil Assaying. 
 
 R. W. CHALLINOR, Assistant Teacher and Demonstrator. 
 
 * PRACTICAL CHEMISTRY Monday, Tuesday, and Friday, 7 to 9.30 p.m. 
 
 THEORETICAL CHEMISTRY Monday (Third year), 7 to 8 p.m., Tuesday (Second year), 7 to S p.m., ;in I 
 Thursday (First year), 7 to X p.m. 
 
 * ASSAYING Monday and Wednesday, 7 to 9.30 p.m. 
 
 * ORGANIC CHEMISTRY H. G. Smith, F.G.S., Thursday (Second year), Friday (First year), 7 to 3 30 p.m 
 METALLURGY Thursday, 8.30 to 9.30 p.m. 
 
 DAY CLASSES. 
 
 * PRACTICAL CHEMISTRY Monday, Wednesday, and Friday, 2 to 5 p.m. 
 
 * ASSAYING Tue-.day and Thursday, 2 to 5 p.m. 
 
 | THEORETICAL AND PRACTICAL CHEMISTRY Saturday, 9.30 to 12 noon. Fee, i is. per term. 
 
 t FEES One Lesson per week, or 14 consecutive Lessons, i is. per term. -^ft 
 
 Two ,, 28 ,, ,, i I is. 6d. 
 
 Three ,, 42 ,, ,, /2 2s. 
 
 f Intended specially to meet the requirements of School Teachers. 
 
Commercial Department. 
 
 BOOK-KEEPING. 
 
 (By ALFRED ARMSTRONG, Teacher of Class.) 
 
 THE writer has been Instructor of Book-keeping at the Technical College for anout twenty years, 
 and is also Teacher at the Surry Hills and North Sydney Technical Schools. The Book-keeping 
 Class is a popular one, and has an 
 
 average nightly attendance of about i I ""F T I 
 
 fifty students, comprised principally of 
 young men who come to the class to 
 learn, and to improve their knowledge 
 in this important subject of commercial 
 education. Many business men also take 
 advantage of the class, for, as one of our 
 writers has said, " Book-keeping is the 
 very key of our position, and the 
 records of our Bankruptcy Court show 
 us how many fortunes have been 
 wrecked how many growing prospects 
 blighted, through ignorance of this vital 
 part of commercial knowledge." 
 
 According to the records of our 
 own Bankruptcy Court, here in New 
 South Wales out of 123 certificates 
 that were suspended, 99 were for failing 
 to keep proper books of accounts; 
 showing how very necessary it is that 
 one should learn this essential branch 
 of education. 
 
 Many of the students have ob- 
 tained important positions in the city, 
 whilst others haw improved the posi- 
 tion they held, through the knowledge 
 gained at the College. It is rather a 
 difficult matter to trace the career of 
 the students after they have com- 
 pleted the course at the College, because the successful ones hold the Certificate of Merit which 
 is sufficient recommendation for a position. 
 
 STAFF OF COMMERCIAL DEPARTMENT. 
 
 Reailii]<_' from left to ri;rlit -Mr. Wllst, French :ni'l Centum Mr. Stiurt, 
 Shorthand ; Mr. Armstrong, Hook-ke 'luiir : Mi' Bruce, reninaMship 
 and Correspondence. 
 
 PENMANSHIP AND CORRESPONDENCE. 
 
 (By JAMES BRUCE, Teacher of Class.) 
 
 IN this age of specialism it is of paramount importance to those persons who earn their livelihood 
 behind their pen, that they possess a good substantial knowledge of the art of writing, and 
 sufficient skill with which to apply it easily, swiftly, and accurately. The speed of thirty years 
 ago no longer meets the requirements of the business man of to-day, who demands the high 
 rate of from thirty to thirty-five words per minute. 
 
 There can be no doubt that a good, clear, business-like handwriting has given more 
 young men and women a start in life than any other one accomplishment. It is a qualification 
 that speaks for itself, an ever-ready and winning testimonial, and a valuable asset to its possessor. 
 
182 TECHNICAL EDUCATION. 
 
 Good handwriting is a necessary accomplishment to all classes of society, and especially 
 so to that class of persons engaged in business pursuits. To the youth who is leaving school 
 and aspiring to a position in an office, it is of the utmost importance that he should write well ; 
 and, that this fact is thoroughly recognised by all who are employers of mercantile labour, is 
 very easily seen from the advertisements in our daily papers, where, over and over again, we 
 meet with the phrase, " Must write a good hand," as a necessary qualification for a clerkship. 
 On the other hand the unfortunate possessor of a poor, slovenly, illegible hand has frequently 
 found it to be a serious hindrance to promotion and a severe handicap at all times. 
 
 That writing which serves the purpose for which it is used is always the best, and judged 
 from this standpoint there will be several styles of good writing. For instance, that style which 
 would most become the methodical accountant might want the elastic ease desired by the 
 correspondent or general clerk ; neither style would be an acceptable substitute for the bold 
 round hand of the policy clerk or the set formal hand of the engrosser, while all would be wanting 
 in the finished elegance of the copy and professional writer. In a general way that writing is 
 best which is most readily read and most easily and rapidly written. 
 
 The Penmanship Classes were established fully twenty years ago, and students (male 
 and female) in large numbers have availed themselves of the benefits to be had from a special 
 treatment of the subject. Clerks (Bank, Mercantile, and Public Service), Tradesmen, Ware- 
 housemen, and Teachers are all represented at the classes. 
 
 The teacher of this class has prepared an extensive series of exercises for the attainment 
 of ease, speed, and clearness in business writing, and it is confidently claimed that with a 
 reasonable amount of careful practice the desired result will be secured. 
 
 It may also be noted that when a certain standard has been attained by the student 
 he is at once transferred to the correspondence section of the class, where letters of a business 
 character have to be written on popular subjects, and treated in a businesslike manner. 
 
 FOREIGN LANGUAGES. 
 
 (By J. C. WVST, Teacher of French and German.) 
 
 THESE classes were inaugurated in September, 1905. 
 
 Nature of Work and its A dvantage to Students. The compilation of the syllabus was 
 prompted by the universally acknowledged fact that studying a foreign language exercises 
 and strengthens memory; wit, acuteness, and reasoning power reach a higher plane; and as 
 thoroughness, perseverance, and assiduity arc absolutely essential to master a foreign language, 
 the overcoming of difficulties connected with such study develops character and steels the will 
 power. 
 
 Apart from the gain in an intellectual direction, the usefulness, from a material point 
 of view, of having one foreign language at least at one's command is admitted throughout the 
 world. 
 
 The introduction of steam and electricity has not only changed the outward aspect of 
 the globe, it has done as much to the character of mankind. 
 
 Incessant expansion of international communication compels nations to foster mutual 
 understanding to use several languages ; and such recognised need of language not only helps 
 to acquire a wealth of words from foreign lands, it helps above all to appreciate and esteem, 
 by comparison, the treasures and beauties of one's mother tongue. With every new language 
 an abundance of new ideas is poured into the learner's mind, which extend his horizon. 
 
 To make oneself at home with a new language not only means to break the fetters that 
 separate nation from nation, it means to become possessed of another nation's ideas and to be 
 interested in its existence, to attain personally a new existence to a certain degree, to no longer 
 know other nations by proxy, viz., by translations and reports. 
 
 The question now arises : which of modern languages are likely to be most helpful to 
 an Australian to reach the aforementioned object? Evidently those commanding pre-eminence 
 in literature, science, and commerce. In this direction French and German are not playing 
 the least important part. 
 
COMMERCIAL DEPARTMENT. 183 
 
 Further, recognizing that the natural organ of language the receptive one is the ear, 
 the second place being taken by the organs of speech, followed by the eye, and finally by the 
 hand; provision has been made to impart instruction in that order, gradually making the four 
 senses to co-operate. 
 
 The complete course for each of the two languages extends over three years. 
 
 First Year's Course. The student's ear being the first to be trained, the teacher begins 
 the course of study with a simple connected conversation, enounced and presented in the 
 language studied. Then it is set forth in English. After a few repetitions in the language 
 studied, the sounds and meanings of words have been sufficiently well assimilated by the learner 
 to enable him to go through the conversation with the master. In subsequent lessons the 
 principles and peculiarities of the language in question are treated, and writing from dictation 
 of seen and unseen passages is practised. Grammar, essential to good speaking and writing, 
 is taught inductively as far as practicable. Students are urged to supplement classwork by 
 home study, and any written work handed in, is checked, and returned at the next meeting 
 of the class. 
 
 Second Year's Course. At this stage the student is expected to be well at home with 
 the pronounciation, and he receives encouragement to use the language as much as possible. 
 In other respects more advanced" work is carried on, on similar lines to the First Year. For 
 reading purposes the local newspaper, " Le Courrier Australien," is used for French; " Die 
 Sitdaustralische Zeitung," published in Adelaide, for German. 
 
 Third Year's Course. The teacher's aim having been from the first, to render the student 
 independent of his assistance, the theoretical portion of his work is now left entirely to the 
 learner's own individual efforts. Composition is included in this year's course, also commercial 
 correspondence for those who so choose. As in previous years, so also here, all written work 
 is corrected, together with needful directions, explanations, &c. The oral work, more advanced, 
 is presented on the same lines as in previous years. 
 
 COMMERCIAL DEPARTMENT. 
 
 BOOK-KEEPING A. Armstrong, Wednesday, 7 to 8 and 8 to 9 p.m. Fees, Senior Scale. 
 
 PENMANSHIP AND CORRESPONDENCE (Public Service and Business styles) James Bruce, Wednesday, 3.30 to 
 4.30, 7 to 8, and 8 to 9 p.m. ; Saturday, 10 a.m. (if sufficient students enrol). Fees los. 6d. per 
 term for one Lesson per week, and i6s. for two lessons. 
 
 SHORTHAND William C. Stuart, Tuesday and Friday, 7 to 8, and 8 to 9 p.m. Fees, KM. 6d. per term for one 
 Lesson per week, and 153. for two Lessons. 
 
 FRENCH J. C. Wiist, First Year, Thursday, 7 to 9 ; Second Year, Tuesday, 7 to 9 p.m. Teachers' Course, 
 Saturday, 10.30 a.m. to 12 noon. Fee, JOS. psr term. 
 
 GERMAN J. C. Wiist, First Year, Friday, 7 to 9 p.m. ; Second Year, Wednesday, 7 to 9 p.m. Teachers' 
 
 Course, Saturday, 9 to 10.30 p.m. Fee, los. per term. 
 ITALIAN G. Tetulerini, Thursday, 7 to 9 p.m. Fee, 10;. per term. 
 
184 
 
 Department of Domestic Economy. 
 
 (By Miss A. M. MONRO, Teacher in charge of Department.) 
 
 NATURE AND ADVANTAGES OF THE WORK. The nature of the work done under the Depart- 
 ment of Domestic Economy is made as far-reaching as possible, in all its branches, because there 
 
 can be no doubt it is one of 
 the most important sections 
 of woman's work. 
 
 The aim of the Depart 
 ment is to improve the 
 status and conditions of 
 domestic work, and to give 
 to all classes of students a 
 scientific and technical train 
 ing, not only in the care of 
 the house, and in household 
 arrangements, but in the 
 practical care of the sick, and 
 the rearing of the young. To 
 improve the conditions oi 
 hired labour in the direction 
 of rendering them more effec- 
 tive in the care of the health 
 and wellbeing of the house- 
 hold. 
 
 The classes and courses 
 of instruction are arranged 
 and graduated with the 
 object of meeting the require- 
 ments of all classes of the 
 community, and may be 
 subdivided as follows : 
 
 DOMESTIC SCIENCE, THEORETICAL AND PRACTICAL, is divided into two sections, elementary 
 and advanced. 
 
 The first section embraces instruction in elementary physiology, value of foods and their 
 nourishing constituents, their adulteration, the effect of heat and the object of cooking ; dietary ; 
 general principles of cookery. Housework in all its branches ; housekeeping, and menu arrange- 
 ment. 
 
 The second section embraces an elaboration of the subjects treated in first section in 
 conjunction with instruction in home nursing, first aid, hygiene, and the care of infants. This 
 course may be completed in one year by attending two lessons each week, but the ordinary 
 course of one lesson per week involves two years' attendance, in order to obtain the full cer- 
 tificate. 
 
 Students in this subject desirous of obtaining a very thorough knowledge of the various 
 branches of the practical work associated with Domestic Science may attend two or three 
 lessons weekly. 
 
 LAUNDRY WORK. This course of lessons, which includes both theory and practice, 
 extends over one year. The scope of the work is as follows : The preparation and care of 
 the laundry; practice in washing and sorting white clothes, flannels, blankets, coloured clothes, 
 
 STAFF OF THE DEPARTMENT OF DOMESTIC ECONOMY. 
 
 Seated Miss Monro (Teacher in charge of Department). 
 
 Standing from left 1 1 right Miss Jones (Teacher of Cookery) ; Miss Gentles and Miss 
 
 "Wines (Assistant Teachers of Cookery and Domestic Science) ; Mrs. Nicholls 
 
 (Teacher of Laundry and Domestic Science). 
 
DEPARTMENT OF DOMESTIC ECONOMY. 
 
 185 
 
 silks and laces; making of boiled starch, ironing of articles "boiled starched " ; raw starching 
 and ironing shirts and collars, polishing of fronts, curling of collars ; practice in the higher 
 branches of ironing, as, goffering and crimping. 
 
 This course is of great advantage to students in that it gives practice in all classes of 
 household laundry work, including the more advanced branches, such as the laundering of 
 lace, silk, &c. 
 
 The theory is made consecutive with each lesson, so that at the end of the course a 
 thorough knowledge of the work is assured. 
 
 PLAIN COOKERY. This course also is theoretical and practical. It includes instruction 
 in scullery work, the management of stoves, of the kitchen, and of the pantry; Rules for 
 
 ONE OF THE THREE KITCHENS STUDENTS AND TRAINEES AT WORK. 
 
 NOTK. The trainees wear caps. 
 
 roasting, baking, boiling, braising, frying, soup-making, vegetable cookery, pastry and cake 
 making, puddings, sauces (sweet and savoury), cold-meat cookery, breakfast cookery, salad 
 making, and invalid cookery. 
 
 This course includes all dishes used in ordinary cottage cookery, and may be completed 
 in one year. 
 
 A certificate is issued to such as show proficiency in both written and practical work 
 at the examinations, and an attendance during at least three terms is necessary to obtain 
 sufficient marks to qualify for this certificate. 
 
 Practice may be taken daily at the College (Thursday and Saturday excepted), and a 
 special evening class (theoretical and practical) has been formed for those who cannot attend 
 the day classes, the fee being specially reduced to meet the requirements of such students. 
 
1 86 TECHNICAL EDUCATION. 
 
 ADVANCED COOKERY. The advanced cookery training includes instruction in the pre- 
 paration and service of dishes in the higher branches of cookery, such as : Hors d'CEuvres, 
 Soups, Stocks, ConsommtLs, Purees; Dressed Fish and Fish entrees; Sauces (savoury meat, 
 fish, s.veet, and stock); Entrees; Game and Poultry: trussing, boning, larding and cooking of 
 poultry; Entremets, sweet and savoury; Sweets, soufflees, omelettes, jellies, creams; Pastry, 
 puff pastry ; Dressed Vegetables and Salads, Supper dishes and savouries ; Garnishes, Farces, 
 &c. ; Fancy cakes, large cakes and icing. 
 
 This course can be taken only by those who hold a certificate for plain cookery, or who 
 satisfy the teacher that they have a sufficient knowledge of " plain " cookery to justify them 
 undertaking the " advanced." 
 
 Students are required to provide the materials ne xled for the advanced cookery. These 
 may be purchased at the College, and the food when prepared becomes the property of the 
 student. 
 
 Students who have gone through the full course in Domestic Science and Cookery, i.e., 
 Elementary and Advanced, Theoretical and Practical Cookery, and who have obtained their 
 full certificates, may then sit for the Entrance examination to the Training school for Teachers 
 of Cookery and Domestic Science. 
 
 A number of students holding these full certificates have taken up this work privately, 
 teaching and lecturing in many Ladies' Colleges, Nursing Homes, Charitable Institutions, and 
 Girls' Clubs. Others are following this branch practically, taking engagements for the prepara- 
 tion of Dinners, Suppers, Luncheons, &c., and in many cases finding it a lucrative employment. 
 
 The students who have qualified and trained the requisite time in this school already 
 number twenty. These have taken up duty in country districts which have been allotted to 
 them, opening up two and three teaching centres in each district, thus it can easily be seen 
 that the scope of the work is becoming much more extensive. There are at present a further 
 number of students, who have shown the necessary qualifications, undergoing the training 
 prescribed for such positions. 
 
 A special class has also been arranged for a number of the students from the Teachers' 
 Training College at Blackfriars. These attend one and a half days per week for practice and 
 demonstration in elementary cookery, domestic science, and laundry work, the object being 
 to enable them to teach these important subjects theoretically in places where the facilities 
 for practical work are not yet available in the Public Schools. 
 
 SPECIAL INSTRUCTION. Students desirous of qualifying for positions as cooks, are as a 
 rule, allowed to attend daily, until they have received sufficient instruction, a testimonial as to 
 their fitness for the position being given when justified and necessary. A special course in 
 Invalid Cookery is also provided for students who desire to obtain the certificate which, under 
 the rules of the Australian Trained Nurses' Association, it is necessary a trained nurse should 
 hold. This course may extend over but a brief period of time, provided that the required 
 number of lessons is made up by daily attendance. This course has been found of great 
 assistance to country nurses, enabling them as it does to obtain their certificates in some cases 
 by less than six weeks' attendance at the College. 
 
 A course of four lessons in starching, ironing, polishing shirts, and curling of collars, &c., 
 may also be taken. 
 
 Special practical lessons and short courses may also be arranged for in the following : 
 Garnishes, ornamental icing, confectionery, preserving, jam and pickle making, table 
 arrangement ; Decoration : service and menu arrange nent. 
 
 CLASS-ROOMS AND EQUIPMENT. The Department of Domestic Economy occupies one of 
 the wings of the Technical College. 
 
 It is housed in a new building specially constructed and furnished with regard to the 
 work carried on. 
 
 The building comprises a ground and a first floor. On the ground floor are : The laun- 
 dry, practising kitchen for school children, lavatories, lumber room, and the heat generator in 
 connection with the hotwater supply system, which is installed throughout the whole building. 
 
DEPARTMENT OF DOMESTIC ECONOMY. 
 
 ,87 
 
 THE LAUNDRY-STUDENTS AND TRAINEES AT WORK. 
 
 The laundry, illustrated on this page, is a large airy room with a concrete floor, and is 
 fitted with all the most modern appliances for the reduction of labour. 
 
 The fixed tubs are of marble slabs, and have hot and cold water taps above each division 
 These tubs have been found to be much more serviceable than the galvanized- iron ones com- 
 monly used, as there is no danger of damage to the clothes from iron rust. 
 
 The copper or boiler is heated by means of gas, as is also a press for indoor drying, which 
 is used when the weather is not suitable for drying out of doors. This is a large enclosure about 
 6 feet high, 8 feet broad, and ij feet wide, lined throughout with galvanized-iron, from which 
 the heat is radiated on to articles which are suspended on rods in the press. These rods are 
 fastened into the two ends of the press, which slide out, so enabling clothes to be inserted or 
 removed from either end without difficulty. 
 
 The iron-heating stove plate, which is also heated by gas, is another great convenience, 
 allowing about twenty irons to be heated at once. The top is enclosed by means of an iron plate 
 thus preventing the irons from becoming blackened by the heating flame below. 
 
 There are three large tables capable of accommodating at least twelve students each, 
 these are fitted with drawers and shelves, in which are kept iron holders, stands for skirt boards, 
 safety pins, &c. 
 
 There is also a large number of airing stands, some of which are attached to the walls, 
 and have numerous lever arms which fold up against the wall, out of the way when not in use. 
 
 A mangle, a washing-board fitted with a sheet of corrugated glass instead of the ordinary 
 corrugated wood, and a large cupboard containing all laundry requisites, completes the 
 equipment of this room. 
 
1 88 
 
 TECHNICAL EDUCATION. 
 
 The practising kitchen for school children is at present rather limited in accommodation, 
 only allowing places for ten children. It is intended to increase this accommodation very 
 shortly, as the work carried on here forms a most important factor in the training of the student 
 teachers. 
 
 At the top of the first flight of stairs is the students' and " Trainees' " dressing room 
 This is a large room fitted with a numbered locker for the use of each student ; thus preventing 
 property from going astray or being lost. Mirrors and washbasins are also provided. 
 
 On the first floor are the kitchens, sculleries, pantries, larders, dining-room, model bed- 
 room, lecture and demonstration room, and the office of the Principal. 
 
 
 THE LARGE DINING ROOM TRAINEES WAITING. 
 
 The dining-room is a very large room well-lighted by a number of windows, the walls 
 being coloured a very pretty tint of green, and having many beautiful views of Australian and 
 Continental scenery. This room is furnished with a number of dining tables which accom- 
 modate fifty to sixty diners daily, sideboard, dinner waggon, &c. This furniture gives the 
 students in Domestic Science plenty of practical practice. 
 
 The kitchens, illustraten on page 185, are three in number, two small, and one large; the 
 smaller kitchens furnish accommodation for about ten students. The walls present a very 
 fresh and clean appearance, being lined with white glazed tiles. 
 
 The tables are fitted with drawers and lockers for the utensils, &c., required by the 
 student, each one being uniform as to fitting and furnishing and each provided with a lock 
 and key. 
 
 A brass rod running the full length of each table, and raised about a foot above it, is 
 fitted with hooks on which are hung the various small utensils requisite for cookery, such as 
 whisks, strainers, measures, &c. 
 
DEPARTMENT OF DOMESTIC ECONOMY. 
 
 189 
 
 In the small kitchens gas cookers only are provided, but in the large kitchen which 
 accommodates twenty students there are six gas stoves and one large wood and coal range, 
 so that the students get practical experience in the use of both. 
 
 A pantry is attached to each kitchen. 
 
 The scullery extends the whole length of the three kitchens, and is fitted with shelves 
 and cupboards for saucepans, kneeling pads, &c. The sinks also extend the length of this 
 room, and each one has a draining board fitted to it ; hot and cold water being also laid on to 
 each sink. 
 
 The floors of all these rooms are covered with a thick linoleum, which is a great comfort 
 to the students, not being so tiring as the uncovered floor. 
 
 The model bedroom is a medium-sized room, furnished in dark walnut, the floor being 
 stained a light mahogany, with the centre covered with a carpet square of red. The bedstead 
 of iron and brass is in the Italian style, and neatly draped, and the occasional table, the wash- 
 stand and the dressing table are provided with the usual and suitable ornaments in order to 
 teach the students the artistic arrangement desirable in such a room. 
 
 This room gives the Domestic Science students full practice in nearly all the branches 
 of household cleaning, which is further supplemented by the practice obtained in the cleaning 
 of the dining-room, office, kitchen, and laundry. 
 
 THE DEMONSTRATION AND LECTURE ROOM. 
 
 Mrs. Nicholls Demi nstniting to the Students. 
 
 Next to the model bedroom is the demonstration and lecture room, an illustration of 
 which is given here. This is a very large room, fitted with desks each capable of accommodating 
 two persons ; these are arranged in tiers, so that those sitting at the back of the class are able 
 
i go TECHNICAL EDUCATION. 
 
 to see clearly. This room gives seating accommodation for 100 students, and is also fitted with 
 a gas cooker, demonstration table, cupboards, and sink with hot and cold water. On the walls 
 are hung many charts illustrative of the relative values of foods and the approximate quantity 
 of nutriment contained in each. 
 
 A great advantage to the students and teacher alike are the wall blackboards, shown 
 in the illustration. 
 
 The office is the last room on the first floor, and is a very compact room, furnished 
 with a desk, a bookcase filled with books of reference, &c., and a press for forms and documents. 
 The walls are hung with coloured prints, copies of the masterpieces of many famous artists. 
 
 This room serves a double purpose, being frequently used as a small dining-room to give 
 students special lessons in the practice of the higher branches of table arrangement and decora- 
 tion, and table waiting. The accommodation being sufficient for twelve diners only, so gives 
 the students a great chance for original and artistic design, and enables the teacher to supervise 
 and instruct as to the " waiting " in a manner impossible in the large dining-room with its 
 inevitable hurry. 
 
 The attendance at all classes has within the last two or three years more than doubled. 
 In some of the classes the number of intending students wishing to avail themselves of the 
 instruction cannot be accommodated, testifying to the growing popularity of these branches 
 of woman's work. 
 
 Some of the students who have gained positions as Teachers on the instruction received 
 at this College are as follows : Miss Sandes, Superintendent, School of Domestic Economy, 
 Melbourne; Miss Jones, Teacher of Cookery, Sydney Technical College; Mrs. Iredale, Teacher 
 of Cookery and Domestic Science, Goulburn Technical College ; Miss Dutton, Teacher of Cookery 
 and Domestic Science, Broken Hill Technical College ; Miss Cain, Teacher of Cookery and Domes- 
 tic Science, Dubbo and Wellington ; Mrs. Nicholls, Teacher of Laundry and Domestic Science, 
 Sydney Technical College ; Miss Wines, Assistant Teacher of Cookery and Domestic Science, 
 Sydney Technical College; Miss Gentles, Teacher of Cookery and Domestic Science, Bulli, 
 Woonona, and Corrimal ; Miss MacRae, Teacher of Cookery and Domestic Science, Kiama, 
 Wollongong, and Nowra ; Miss Rowell, Teacher of Cookery and Domestic Science, Bathurst ; 
 Miss Cooper, Teacher of Cookery and Domestic Science, Newtown ; Miss Feakes, Teacher of 
 Cookery and Domestic Science, Newcastle ; Miss Dettman, Teacher of Cookery and Domestic 
 Science, Wagga and Junee; Miss Harriott, Teacher of Invalid Cookery, Women's Hospital, 
 Paddington ; Miss Douglas, Teacher of Cookery and Domestic Science, Cootamundra and Young ; 
 Miss McTavish, Teacher of Cookery and Domestic Science, Tamworth Centre ; Miss Degotardi. 
 Teacher of Cookery and Domestic Science, Orange Centre ; Miss Fullford, Teacher of Cookery 
 and Domestic Science, Singleton Centre; Miss Davison, Teacher of Cookery and Domestic 
 Science, Parkes Centre. 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OF DOMESTIC ECONOMY. 
 Miss A. M. MONRO, Teacher in Charge. 
 
 COOKERY (Plain) " Demonstration" Classes, Tuesday and Wednesday, 2 to 3 p.m.; " Practice" Classes' 
 
 Monday, Tuesday, Wednesday, and Friday, 9.30 a.m. to 12.30 p.m. 
 
 COOKERY (Advanced) " Demonstration " Class, Thursday, 2.30 to 4 p.m. ; " Practice " Class, Thursday 
 9.30 a.m. to 1.30 p.m. 
 
 NOTE. Students for the Practice Classes must also attend the Demonstration Class 
 FEES (Plain) " Demonstration," IDS. 6d. per term for one Lesson per week. 
 
 ,, with " Practice," i is. per term. 
 
 (Advanced) " Demonstration," i is. per term for one Lesson per week. 
 
 with " Practice," 2 2s. per term. 
 
 NOTE. Practice Students in Advanced Cookery will provide the more expensive materials themselves; 
 ordinary storerooii materials only will be found. 
 COOKERY Evening Class, Demonstration, Thursday, 7.1, to 8.15 p.m. Practice, 6.30 p.m. to 9 p.m. every 
 
 fourth Thursday. Fee, 8s. per term. 
 
 STARCHING AND IRONING Wednesday, 2.30 to 3.30 p.m. Fees, IDS. 6d. per term. 
 DOMESTIC ECONOMY Monday, Lecture, 2.30 to 3.30 p.m. Fees, Senior Scale. 
 PRACTICAL LAUNDRY Monday, Tuesday, and Wednesday, 9.30 a.m., 1.30 p.m. 
 
 PRACTICAL DOMESTIC SCIENCE Monday, Wednesday, and Friday, 10 a.m., 1.30 p.m. ; Friday Afternoon, 
 2 to 4 p.m. 
 
Department of Electrical Engineering and Physics. 
 
 
 (By R. C. SIMPSON, A.K.A., Am. Inst. E.E., Assoc. Am. I.E.E., 
 Lecturer in charge of the Department). 
 
 SINCE the year 1904 Electrical Engineering and Physics have formed one Department, 
 department is at present located at 
 both ends of the ground-floor of the 
 main building, but it is probable that 
 before long the Electrical Engineer- 
 ing Laboratories will be accommo- 
 dated close to the present Physical 
 Laboratory. 
 
 The space now occupied includes 
 the Physical and Electrical Engineering 
 Laboratories a Dynamo Room, and a 
 Battery Room. 
 
 The present day and evening 
 courses in Physics are arranged pri- 
 marily for the benefit of those wishing 
 to follow up the Electrical Engineer- 
 ing Course. They are, however, of 
 a nature likely to be useful to anyone. 
 
 The early part of the year is 
 devoted to Mechanics, Statics, and 
 Dynamics, treated as an experimental 
 subject, that the students may deal 
 first with things that can be seen and 
 felt, before proceeding to less tangible 
 subjects of study. 
 
 The experiments performed in 
 the Laboratory include measurement 
 of length, mass, time, and the use of 
 the vernier, micrometer balance, &c. 
 
 Also experiments with levers, 
 pendulums, &c., and on such things as 
 
 the triangle of forces, centrifugal force, moment of inertia, centre of gravity, friction, &c. 
 Then the properties of matter and hydrostatics and pneumatics are gone into. 
 
 After this there is a short course on heat, light, and sound, most of which is devoted to 
 heat, including thermometers, pyrometers, Charles's law, absolute zero, the unit quantity of 
 heat, &c. 
 
 In the third term there is an elementary course in magnetism and electricity, in which 
 the general facts of magnetism and current electricity are gone into, and a short time is also 
 devoted to electrostatics. 
 
 In addition to this general course, there is a special one for Public School Teachers on 
 Saturday mornings. 
 
 There are no advanced classes in Physics at present, but one might be formed if students 
 presented themselves. 
 
 In Electrical Engineering the student spends the first year in studying the electrical and 
 magnetic units and quantities, and making measurements in them, thus gaining a familiarity 
 with these intangible things which is very necessary for an electrical engineer. 
 
 STAFF OF THE DEPARTMENT OF ELECTRICAL 
 ENGINEERING. 
 
 Reading from lift to right - 
 
 Front ow Mr. McKern, T acher ; Mr. Simpson, Ltctuier in charge 
 of the Department ; Mr. Morris, Teacher of 1'hysics 
 
 B-ck vow: Mr. Llojd, I.ahoiatory Attendant; Mr. McDnnald, 
 Assistant Teacher ; Mr. Hill Elecirical Assistant. 
 
i 9 2 TECHNICAL EDUCATION. 
 
 The day students, and the evening students also, as far as their limited time will allow, 
 take part in the construction of simple forms of apparatus, the calibration of commercial instru- 
 ments, fitting up of switchboards, &c. 
 
 In the second year the direct-current dynamo is studied from the theoretical point of 
 view, practical tests are made to confirm the results arrived at theoretically, and efficiency and 
 other commercial tests are also tried. 
 
 THE DYNAMO ROOM, WITH LECTURER TEACHERS, AND STUDENTS. 
 
 In the third year there is a course in alternate current working and alternate current 
 machinery. 
 
 There is also a one- year course for electrical wiremen. 
 
 The equipment of this department is arranged to be suitable for the above classes. 
 
 In the dynamo room are, a ten h.-p. motor, driven from the Ultimo Power House, as 
 a source of power ; a three-phase alternator with exciter ; a pair of rotary converters ; a three- 
 phase motor, and a single-phase motor, beside several old dynamos, transformers, &c. Each 
 machine has its own switchboard, which has been fitted up by the day students with instru- 
 ments, switches, &c. 
 
 There is a battery of fifty-six storage cells connected to a large slate distributing board. 
 
 Other apparatus includes a Siemens and Halske oscillograph, a Kelvin watt balance, 
 potentiometers, standard cells, &c. 
 
ELECTRICAL ENGINEERING AND PHYSICS. 
 
 193 
 
 THE PHYSICAL AND ELECTRICAL ENGINEERING LABORATORY: STUDENTS AT WORK. 
 
 PROGRAMME OF CLASSES, 
 
 DEPARTMENT OF ELECTRICAL ENGINEERING AND PHYSICS. 
 
 R. C. SIMPSON, A.K.C., A.M. Inst. E.E., Assoc. Am. I.E.E., Lecturer in Charge of Department. 
 
 A. H. SPROULE, Assistant. 
 
 Teacher of Physics L. C. MORRIS (P. N. Russell Scholar). 
 
 FIRST YEAR ELECTRICAL ENGINEERING 
 
 *Practical Classes, Monday, Thursday, 7 to 9 p.m. ; and First and Second Terms, Friday, 7 to 9 p.m. 
 Lecture Wednesday, 7 to 8 p.m. 
 SECOND YEAR ELECTRICAL ENGINEERING 
 
 Lecture, Monday, 8.15 to 9.15 p.m. ; *Practical Class, Tuesday, 7 to 9 p.m. 
 THIRD YEAR ELECTRICAL ENGINEERING 
 
 Lecture Wednesday, 8.15 to 9.15 p.m. *Practical Class Tuesday, 7 to 9 p.m. 
 
 (If sufficient Students enrol.) 
 
 Senior scale of fees is charged for Practical Class ; the reduction as shown in Scale does not apply. 
 NOTE. A knowledge of Physics and Algebra are essential qualifications for admission to this Depart- 
 ment. For particulars of Physics classes see below. 
 
 ELECTRICAL WIRING LECTURE Tuesday, 7 to 8 p.m. 
 
 PRACTICE Friday, 7 to 9 p.m. (Third Term only). 
 
 PHYSICS LECTURE CLASSES Tuesday and Thursday, 8 to 9 p.m. 
 
 LABORATORY WORK Monday and Wednesday, 7 to 9 p.m. 
 
 Fees Juniors, i6s. per term for two lectures and one practical class. 
 
 Seniors, 245. ,, ,, ,, ,, 
 
 NOTE. Attendance at two Lectures and one Laboratory Lesson per week is compulsory. 
 An elementary knowledge of Algebra is essential in this class. 
 
 THEORETICAL AND PRACTICAL PHYSICS For Public School Teachers only, Saturday, 9.30 a.m. to 12 noon. 
 Fee, 1 6s. per term. 
 
 N 
 
i 9 4 
 
 Department of Geology, Mineralogy, and Mining. 
 
 (By C. A. SUSSMILCH, F.G.S., Lecturer in Charge of Department.) 
 
 .' 
 
 THIS department is situated 
 on the first floor of the main 
 building in Rooms 12 and 13. 
 The lecture-room (No. 12) has 
 accommodation for seventy (70) 
 students, and is fitted with all 
 the conveniences necessary for 
 Modern Science lectures. The 
 large room adjoining (No. 13) 
 is used for the practical classes, 
 and has accommodation for as 
 many as fifty (50) students at 
 one time. It has been specially 
 fitted up for the practical work 
 undertaken in this department, 
 and is well lighted an im- 
 portant consideration for these 
 classes. In it are housed the 
 extensive collections, numbering 
 over 5,000 specimens, made use 
 of by the geology and miner- 
 alogy students. 
 
 Adjoining this room is 
 the lecturer's private room, and 
 
 Mr. Hammond, Assistant Teacher; Mr. SUssmilch, I.ecturcr-in.charue of Depart- a Workroom in which are placed 
 .iie.it ; Mr. Stone, Assistant Teacher. ^ e rock-grinding and rock- 
 
 cutting machines for making 
 microscope sections. 
 
 The classes at present in operation in this department, with the enrolments of students 
 for 1908, are as follows : 
 
 Geology Lectures (3-years' course) ... ... 106 
 
 ,, Practical Class (3-years' course) ... ... 88 
 
 Mineralogy Lectures (2-years' course) ... ... ... 32 
 
 Practical Classes (2-years' course) ... 28 
 
 Metalliferous Mining (i-year's course) ... ... ... 10 
 
 Economic Geology (i-year's course) ... ... ... o 
 
 Ore Dressing (i-year's course) ... ... o 
 
 Surveying (2-years' course) ... ... o 
 
 STAFF OF DEPARTMENT OF GEOLOGY, MINERALOGY, AND MINING. 
 
 Readinu from left to 
 
 Total enrolments for 1908 264, 
 
 The last three of these classes are being inaugurated during the current year. 
 
 GEOLOGY CLASSES. The course of instruction is spread over three years, and is arranged 
 to suit the requirements of those students taking the diploma courses, such as Geology, 
 Mineralogy, Mining, Metallurgy, Agriculture, &c. In addition, the classes are largely attended 
 by school-teachers, surveyors, and others. The lectures are well illustrated by lantern slides, 
 
GEOLOGY, MINERALOGY, AND MINING. 195 
 
 models, diagrams, maps, specimens, &c. A special feature is made of the practical classes, 
 in which systematic instruction is given on the determination of rocks, minerals, and fossils, 
 
 t 
 
 THE GEOLOGY CLASS-ROOM. 
 
 Mr. SUssmilch lecturing to Class. 
 
 a large collection of which are available for the students to handle. In the advanced classes, 
 microscopes (of which there are five available) are largely used, both in the Petrological and 
 Palaeontological branches. Practical instruction is also provided for in the preparation of 
 geological maps and sections. 
 
 This practical instruction in the labor- 
 atory is supplemented by field excursions, 
 varying from a half-day to as much as a 
 week in length ; held at frequent intervals 
 during the year. The localities visited last 
 year included Canobolas Mountains ( seven 
 days), Jenolan Caves and Kanimbla Valley 
 (five days), Kiama and District (three days), 
 Paterson (three days), Coalcliff, Narrabeen, 
 Bondi, Nepean River, &c. These excursions 
 are always well attended, and are very 
 popular with the students women as well as 
 
 men. 
 
 GEOLOGY STUDENTS IN CAMP NEAR MOLONG. 
 
 ECONOMIC GEOLOGY. This class is 
 intended primarily for students taking the 
 Mining Diploma course. The lectures deal fully with ore-deposits their nature, classification 
 and genesis ; and the study of the various geological problems connected therewith. 
 
ig6 
 
 TECHNICAL EDUCATION. 
 
 MINERALOGY CLASSES. This 
 course is spread over two years, 
 and is taken by students qualify- 
 ing for the diploma courses in 
 Mineralogy, Geology, Mining, 
 Metallurgy, Chemistry, &c. The 
 course is made as practical as 
 possible, the student being taught 
 to determine minerals by their 
 physical, chemical, and optical 
 characters. A portion of the 
 geological laboratory is specially 
 fitted up for this work, and a 
 considerable equipment of appar- 
 atus and material provided. In 
 addition, a collection of about 
 1,000 minerals is available for 
 handling, while the fine collection 
 in the adjoining Technological 
 Museum is available for lecture 
 demonstration. The determination 
 
 GEOLOGY CLASS AT CLIFTON. . . , , 
 
 of gemstones is also provided for, 
 
 and the special instruments required such as the refractometer, polariscope, dichroscope, 
 specific gravity balances, &c., are available for use by the students. 
 
 THE GEOLOGICAL AND M I N ERALOGICAL LABORATORY AND TEACHING MUSEUM 
 
 Students at Work. 
 
GEOLOGY, MINERALOGY, AND MINING. 
 
 197 
 
 METALLIFEROUS MINING. This is a one-year's course of lectures, and is now to be 
 supplemented by a separate course of lectures on Ore-dressing. As there is no space available 
 at the College for a Mining Laboratory, no practical instruction can be given, but students 
 receive a good grounding in the general methods of metal-mining and ore-dressing, particular 
 attention being given to the underlying principles upon which such methods are based. When 
 practicable, students are taken to some mining field for instruction. The full course of instruction 
 in Mining and Metallurgy, for those students who are able to give their whole time to the work, 
 extends over three years, and includes instruction in the following subjects : 
 
 Mathematics, Physics, Applied Mechanics, Engine Erecting, Mechanical Drawing, Geology, 
 Economic Geology, Mineralogy, Theory Chemistry, Practical Chemistry, Assaying, Metallurgy, 
 Metalliferous Mining, Ore-dressing, Surveying, Carpentry, and Blacksmithing. 
 
 SURVEYING. This class is being started this year. The first year's course will be general 
 so as to meet the requirements of the Mining, Agriculture, and Sanitary Engineering students ; 
 while the second year's course will deal more particularly with underground surveying. 
 
 TEACHING STAFF. The present Lecturer-in-charge, Mr. C. A. Siissmilch, F.G.S., was 
 appointed in 1903. He received his scientific training partly at the Sydney Technical College 
 and partly at the Sydney University. He is assisted by Mr. W. L. Hammond, B.Sc. (Syd.), 
 and Mr. W. G. Stone (Associate, Sydney Technical College). 
 
 When the department was inaugurated twenty-five years ago the first lecturer was 
 Mr. S. Herbert Cox, F.G.S., now Professor of Mining at the Royal School of Mines, London. 
 On his retirement in 1886 he was succeeded by Mr. Benjamin Dunstan, F.G.S., who resigned 
 in 1897 to take up the position of Assistant Government Geologist in Queensland, and is now 
 in charge of the Geological Survey of that State. From 1897 until 1902 the position was held 
 by Rev. J. Milne Curran, previously travelling lecturer to the department. 
 
 ASSOCIATES AND DIPLOMA STUDENTS. The following is a list of the students who have 
 completed the full course of instruction for the various diplomas given in this department : 
 
 Year. 
 
 Name. 
 
 Subject. 
 
 Year. 
 
 Name. 
 
 Subject. 
 
 1887 
 
 Campbell, J. H. 
 
 Mining. 
 
 1904 
 
 *Stone, W. G 
 
 Mineralogy. 
 
 1896 
 
 Pitt, G. J 
 
 Geology. 
 
 1905 
 
 Frankel, D. 
 
 Mining. 
 
 1901 
 
 Newton, R. G. ... 
 
 5, 
 
 1906 
 
 *Cass, Miss B 
 
 Geology. 
 
 1902 
 
 Walkom, A. J. ... 
 
 5, 
 
 1906 
 
 Reeve, W. H 
 
 Mining. 
 
 1902 
 
 Meldrum, W. J. 
 
 Mining. 
 
 1907 
 
 *St. Smith, E. C 
 
 Geology. 
 
 1902 
 
 Nicolas, D. J. A. 
 
 ,, 
 
 
 
 , , ... . . . 
 
 Mineralogy. 
 
 1903 
 
 *Larcombe, C. O. G. 
 
 Geology. 
 
 1907 
 
 * Brown, L. V 
 
 Geology. 
 
 
 
 ,, ... 
 
 Mineralogy. 
 
 1907 
 
 *Jones, L. J 
 
 Mineralogy. 
 
 1904 
 
 Longmuir, G. F. 
 
 Geology. 
 
 1908 
 
 ,, ... . . . 
 
 Geology. 
 
 1904 
 
 *Stone, W. G 
 
 >' 
 
 1908 
 
 *Chapman, Miss L. 
 
 j> 
 
 * These students qualified for the Associateship of the Sydney Technical College. 
 
 TIME-TABLE OF CLASSES. 
 
 GEOLOGY (Lectures) First Year, Monday, 7 to 8 p.m. ; Second Year, Monday, 8 to 9 pm. ; Third Year, 
 
 Thursday, 7 to 8 p.m. 
 
 GEOLOGY (Practical) Monday, Tuesday, Thursday, and Friday, 6 to 7 p.m., 7 to 8 p.m., or 8 to 9 p.m. 
 ECONOMIC GEOLOGY Friday, 7 to 8 p.m. 
 
 MINERALOGY (Lectures) First Year, Tuesday, 7 to 8 p.m. ; Second Year, Tuesday, 8 to 9 p.m. 
 MINERALOGY (Practical) Monday, Tuesday, Thursday, Friday, 6 to 7 p.m., 7 to 8 p.m., or 8 to 9 p.m. 
 MINING (METALLIFEROUS) Friday, 8 to 9 p.m. 
 ORE DRESSING Friday, 7 to 8 p.m. 
 SURVEYING Thursday, 7 p.m. 
 
Department of Industrial and Decorative Art. 
 
 (By P. W. JOHNSON, Lecturer in Charge of Department.) 
 
 THIS Department was originally formed to give instruction in the different branches into which 
 it is divided. From small beginnings twenty-five years ago the development of the classes has 
 
 been steady and substantial. In proof of this it may be here men- 
 tioned that while the attendance in the early days averaged five 
 or six students, the daily average at the present time is about 
 thirty, and has reached as many as forty students present on one 
 evening. On a special occasion like the present it is only right that 
 the peculiar circumstances under which some of the students attend 
 the classes should be recorded. A greater part are in the paint- 
 ing trade apprentices, improvers, journeymen, and masters' sons ; 
 considering the migratory character of their employment (their 
 work seldom lasting more than a few weeks in one place), and 
 their coming long distances from all parts of the suburbs, the 
 attendance may be looked upon as very satisfactory indeed. 
 
 The class-room is large and open, allowing supervision over 
 all^students in attendance. At the present time it is carrying 
 its full number of students, and if the classes increase, more 
 accommodation will be necessary. The room is well supplied 
 with teaching apparatus, models, diagrams, &c., all of which have 
 been designed by the Lecturer-in-Charge, and produced in the 
 College workshops. The department comprises the following classes : House-painting, Graining 
 
 JOHNSON, 
 
 Lecturer-ln -charge, 
 
 Industrial Art Department. 
 
 CLASS-ROOM 
 
 INDUSTRIAL AND DECORATIVE ART. 
 
 Students at Work. 
 
INDUSTRIAL AND DECORATIVE ART. 
 
 199 
 
 and Marbling, Signwriting, Ticket-writing, Decoration, Illumination, and Design. They are so 
 divided to enable each student to gain the knowledge he most desires. A" student engaged in 
 signwriting wishes to learn decoration or illumination ; a decorator, signwriting or graining ; 
 and so on through the list working at one branch of the trade during the day, 
 studying and trying to perfect himself in another branch in the evening, an endeavour which, 
 but for the facilities afforded by this Department, he could not accomplish, at all events, so 
 effectively. 
 
 HOUSE- PAINTING is an elementary subject in which the mixing, grading, and harmonizing 
 of colours is taught ; the composition and application of colours in oil, spirit, distemper, and 
 enamel; the staining and varnishing of wood; stencilling in different mediums, and other 
 knowledge of a general character useful to 
 a house-painter. This class has never 
 been very large, as the students have 
 an opportunity of practising much of 
 the subject in their daily employment. 
 
 GRAINING AND MARBLING is a class 
 largely, and, in some years, wholly made 
 up of students following the painting 
 trade during the day. Here an oppor- 
 tunity is given each student to gain an 
 insight into graining and marbling by all 
 the different methods in oils and water- 
 colour a system of graded lessons is 
 applied to the different examples of wood 
 and marble, developing into specimens of 
 work executed by the student without the 
 assistance of a copy. 
 
 SIGNWRITING is a class of great value 
 to others besides the student engaged in 
 painting signs, a thorough grounding is 
 first given in the formation and painting 
 of letters, this instruction is applicable to 
 lithography, map and plan drawing, 
 carving, and other work where lettering 
 is required. The succeeding lessons 
 apply more to the signwriter, and include 
 setting out, proportion, blocking, shading, 
 and application of letters to particular 
 purposes. Following this, instruction is 
 given in gilding and ornament on glass, 
 then a course of lessons in making water- 
 colour sketches to scale, and enlargement 
 of the different parts, such as ribbons, 
 tablets, shields, scrolls, monograms, and 
 ornamental letters required in the execu- 
 tion of better class work. 
 
 TICKET-WRITING is a new class not 
 yet thoroughly developed. The element- 
 ary part is identical with signwriting, 
 and afterwards ink or water-colour is 
 used instead of paint, all the gilding on 
 glass omitted. The finishing part of the 
 signwriting. 
 
 DECORATION in the first lessons commences with drawing, painting, cutting, preparing, 
 and applying stencils of suitable ornament for walls, door, or ceiling. Afterwards a course 
 of brushwork is given consisting of a complete set of painted ornaments, such as corner, break, 
 centre, panel, borders, diapers all to matcn. Next the treatment of working drawings, 
 
 WORK OF STUDENTS IN SIGNWRITING CLASS 
 
 course is much the same as the third year o 
 
200 
 
 TECHNICAL EDUCATION. 
 
 ART AND INDUSTRIAL A RTlftEX H I BIT, C H R I STC H U RC H , NEW ZEALAND, 19O6-7. 
 
 EXHIBITION, FEBRUARY, 1904, STUDENTS' WORK, INDUSTRIAL ART CLASSES. 
 
EXAMPLE OF STUDENT'S WORK. 
 
 Executed in the Illumination Class. 
 
INDUSTRIAL AND DECORATIVE ART. 
 
 201 
 
 pounces, and their application to prepared grounds, comes under notice, along with a course of 
 colouring ornament in flat, outline, monochrome, and relief, all in flatting or dead colour. 
 After this, complete friezes, panel, and other ornaments are worked out in gold and colours, 
 in conjunction with scaled and 
 coloured sketches or plans of 
 the work. Briefly put, the 
 course of instruction is such as 
 will enable a student to pro- 
 duce a coloured sketch or plan 
 of an idea for the decoration 
 of the side of a room or its 
 ceiling; draw and cut the 
 stencils (if they are required); 
 sketch and finish the working 
 drawings of all ornamental 
 parts ; and colour and finish 
 all details in a proper manner. 
 
 ILLUMINATION. Much of 
 the work in this class is useful 
 to the signwriter and decorator, 
 and may be applied to churches 
 or other places where a per- 
 manent result is required. 
 The course of instruction com- 
 prises the best forms of alpha- 
 bets, borders, scrolls (foliated 
 and conventional), small initial 
 letters, and other necessary 
 details, followed by larger in- 
 itial letters in various orna- 
 mental methods, use of gold 
 and colour in borders and 
 initials, setting out and working 
 given examples in the art of 
 illumination. 
 
 DESIGN. A three years' 
 course of practical work, the 
 elementary portion embracing 
 the use of straight and curved 
 lines as foundations for border 
 and other ornament, radiation 
 from point as centrepieces, 
 vertical line as panels, curved 
 line as scrolls, diapers or space 
 filling on the principal geo- 
 metrical figures, flowers and 
 foliage conventionalized, and 
 applied to given spaces. Each 
 student is expected to produce 
 
 as a result of three terms' instruction a composition comprising corner, centre, border, 
 and diaper, with the constructive lines founded on the same geometrical ^figure, and 
 all ornamental detail based on the" same leaf or flower, the whole to be executed in 
 appropriate colour. The first year's ^course is generally useful as a foundation for many 
 purposes, and the results are ^individual on the part of each student, the work of no two 
 being alike. The second year is a development of the latter part of first-year work, all 
 forms being derived from flowers, foliage, or other natural objects, and applied to designs for 
 wood, iron, glass, tiles, and a number of other purposes. Here again originality is produced 
 
 ART DECORATION 
 
202 
 
 TECHNICAL EDUCATION. 
 
 and the student encouraged in any originality he or she may possess. Along with the second 
 year's course (in extra lessons) a study of any special line may be made as for example a 
 student may devote one lesson (or more) per week to designing for (a) decorative ornament, 
 or (b) stained glass, or (c) lace-work, or other subjects mentioned in the syllabus. 
 
 The third year is devoted to a study of the principal styles of historic ornament their 
 structure, details, and meaning; here, in many cases, originality is barred, as the forms are 
 fixed and cannot be departed from, but much good work is obtained by following certain lines 
 
 ORIGINAL DESIGNS BY STUDENTS IN DESIGN CLASS. 
 
INDUSTRIAL AND DECORATIVE ART. 203 
 
 in study. For example given a space (panel) to fill with twelve different styles Egyptian, 
 Greek, Pompeian, Roman, Arabesque, Moresque, Persian, Gothic, Japanese, Chinese, French, 
 and Italian Renaissance ; if the construction, origin, and use of foliated and other forms of 
 the different styles are thoroughly understood, much excellent work will result therefrom in 
 filling the twelve spaces. 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OF INDUSTRIAL AND DECORATIVE ART. 
 
 P. W. JOHNSON, Lecturer in Charge of Department. 
 
 CHAS. TOMS, Assistant. 
 
 HOUSE-PAINTING (General Course) Tuesday and Thursday, 7 to 9 p.m. 
 
 GRAINING AND MARBLING Tuesday and Thursday, 7 to 9 p.m. 
 
 SIGNWRITING (First and Second Year) Monday, Wednesday, and Friday, 7 to 9 p.m. 
 
 SIGNWRITING (Advanced) Monday, Wednesday, and Friday, 7 to 9 p.m. 
 
 DECORATION (First and Second Year) Monday, Wednesday, and Friday, 7 to 9 p.m. 
 
 ART DECORATION (Advanced) Monday, Wednesday, and Friday, 7 to 9 p.m, 
 
 *DESIGN AND ILLUMINATION Tuesday and Thursday, 2.30 to 4.30 p.m., and Monday, Wednesday, and 
 Friday, 7 to 9 p.m. *Fees, Senior Scale. 
 
264 
 
 Department of Mathematics. 
 
 (By NORMAN FITZ, B.E., Syd., Lecturer in Charge of Department.) 
 
 ST^FF OF THE DEPARTMENT OF MATHEMATICS. 
 
 Left to right 
 Front row : Mr. Kitx, Lecturer in Charge of Department; Mr. 
 
 Downward. Day Engineering Clas>es, Geometry, Applied 
 
 Mechanics, and Machine Design. 
 Back row : Mr. Tonkin, English and Mathematics, Day Con. 
 
 tinuation Technical Sdiool ; Mr. Middleton, Teacher of 
 
 Mathematics 
 
 UNDER this Department are grouped a number 
 of sub-departments which, covering as they 
 do the work done in more than one of the 
 great departments of the College, could not 
 conveniently be placed under any one of them. 
 Thus, in addition to the pure mathematics, 
 which of course is a foundation subject for all 
 the departments of the College, except, per- 
 haps, that of Art, the head of this Department, 
 who is himself a Bachelor of Engineering, takes 
 a general control over the Day Engineering 
 classes. These receive a training involving 
 attendance at classes under the Mechanical, 
 Electrical, and Sanitary Engineering Depart- 
 ments, and also the Departments of Chemistry 
 and Architecture, thus covering five of the great 
 departments. The new Technical Day Con- 
 tinuation School, which in respect to the 
 variety of subjects studied, resembles the Day 
 Engineering Classes, is also directly under the 
 control of the writer. 
 
 Taking then those sub-departments in the 
 order above stated : 
 
 MATHEMATICS. 
 
 This Department provides systematic instruction in elementary Mathematics, both for 
 day and evening students. For the former a three- years' course is arranged, and for the latter 
 a two-years' course. Students are enabled to obtain a good grasp of the subject, whether as a 
 subsidiary subject in the course of their professional training at the College, or for the entrance 
 examination to the University. The number of individual students enrolled for the day classes 
 is 75, and for the evening classes more than 100 students are enrolled. The subjects at 
 present taught are Geometry, Algebra, Arithmetic and Mensuration, Trigonometry, Statics 
 and Dynamics. 
 
 PROGRAMME OF CLASSES, 
 
 NORMAN FITZ, B.E. (Syd.), Lecturer in charge of Department. 
 Assistant Lecturer R. J. MIDDLETON, B.A. (Syd.). 
 
 GEOMETRY Monday, First year, 7 to 8 p.m. ; Tuesday, Second Year, 7 to 8 p.m. 
 
 ALGEBRA Monday, First Year, 8 to 9 p.m. ; Tuesday, Second Year, 8 to 9 p.m. 
 
 TRIGONOMETRY Thursday, First Year, 7 to 8 p.m. ; Friday, Second Year, 7 to 8 p.m. 
 
 ARITHMETIC AND MENSURATION Thursday, First Year, 8 to 9 p.m. ; Friday, Second Year, 8 to 9 p.m. 
 
MATHEMATICS. 205 
 
 ELECTRICAL AND MECHANICAL ENGINEERING DAY CLASSES. 
 
 These classes were established in February, 1902, by Mr. D. J. Cooper, M.A., the then 
 Superintendent of Technical Education. Until that time no systematic attempt had been 
 made to train day students in Engineering at the College, although good work had been done 
 for many years with the night classes, in giving instruction to those already engaged in 
 engineering works. 
 
 It was felt that there was a demand for training youths who had just left the higher 
 classes in our public schools, in the engineering profession. It was with the object of meeting 
 this want, by providing the means of combining, so far as possible in a Technical College, the 
 practical experience of the workshops with systematic instruction in mathematics and science, 
 that these organised engineering classes were established. The conditions of entrance are 
 that the candidate shall be 16 years of age, and be able to pass an examination in English, 
 Arithmetic, and Algebra. The hours are from 9.30 a.m. to 4.30 p.m., Monday to Friday, and 
 the course extends over a period of three years. For the FIRST YEAR the instruction for both 
 classes is the same, and the subjects studied are Mathematics, Physics, Chemistry, Freehand. 
 Model, Geometrical, and Mechanical Drawing, Carpentry, and Metalwork. In the SECOND 
 YEAR the subjects are Mathematics, Chemistry, Mechanical Drawing, Applied Mechanics 
 Fitting and Turning, Patternmaking, and Electrical Engineering. For the THIRD YEAR 
 Mathematics, Machine Design, Applied Mechanics, Fitting and Turning, Ironfounding, Black- 
 smithing, Metallurgy, Sanitary Engineering, and Electrical Engineering (for students of that 
 class only). 
 
 Class examinations are held at the end of the First and Second Terms, and the yearly 
 examinations, are conducted by outside examiners. At the end of the Third Term a student 
 must pass the annual examination before proceeding with the next year's course. Students 
 who pass successfully through the whole course are entitled to the College diploma. 
 
 On opening the classes, thirty-six students enrolled, while the number at present in 
 attendance is forty-four. The College diploma has been awarded to thirty-four students, and 
 the P. N. Russell scholarship at the University has been won by five students from these classes. 
 
 STAFF OF INSTRUCTORS. 
 
 Electrical Engineering ... ' ... R. C. SIMPSON, A.K.C., A.M.I.E.E., Ass. Am. I.E.E.. 
 
 Lecturer. 
 
 Mathematics N. FITZ, B.E., Lecturer. 
 
 Applied Mechanics . } N _ DowNWARD . 
 Geometrical Drawing I 
 
 Mechanical Drawing J. N. DOWNWARD and W. A. PHILLIPS. 
 
 Chemistry W. J. C. Ross, B.Sc. (Lond.), Lecturer. 
 
 Sanitary Engineering ... ... J. L. BRUCE, Mem. Royal San. Inst., Lecturer. 
 
 Descriptive Engineering ... ... OWEN BLACKET, Lecturer. 
 
 Fitting and Turning J. HANLEY. 
 
 Pattern-making W.A.PHILLIPS. 
 
 Carpentry ... T. A. WILKIE. 
 
 Blacksmithing P. GRIFFITHS. 
 
 Ironfounding ... ... ... G. J. PITT. 
 
 Physics L. C. MORRIS, P.N.R. Scholar. 
 
 Freehand and Model Drawing ... F. W. ATKINS. 
 
 The portraits of all of those gentlemen appear in the groups showing the staffs of the 
 great Departments of the College. 
 
 TECHNICAL DAY SCHOOL. 
 
 One of the problems of education in the State arises from the difficulty of dealing with 
 boys and girls who have completed an elementary primary course, but are not prepared to 
 follow it through a secondary course to the University. An attempt is being made to solve 
 this problem by means of the Technical Day School, which has just been established. 
 
2O6 
 
 TECHNICAL EDUCATION. 
 
 The object of the school is to prepare youths on the completion of their primary course 
 for technical training. On the part of the boys, such training will aim at fitting them for 
 technical work in Engineering, Mining, or Agriculture ; while the wants of the girls will be 
 met in the direction of Domestic Science and Woman's handicrafts, particularly Cookery, 
 Housewifery, Laundry, Dressmaking, and Millinery. 
 
 The subjects of instruction and the time per week devoted to each are : English, 3 hours ; 
 Mathematics, 8 hours ; Science, 6 hours ; Manual Training in woodwork and ironwork, 4 hours ; 
 Drawing, 4 hours. The total time occupied is therefore equivalent to that usual in the primary 
 school course. Saturdays are free from work at the school. 
 
 ENGLISH. The syllabus arranged is only tentative. Pupils of somewhat varied pro- 
 ficiency have been enrolled. Later when the numbers justify it, a subdivision of the school 
 into classes will be carried out. At present the curriculum in English is an intensive study 
 of the works set down in the Junior University course. It includes (a) "A Tale of Two Cities "- 
 motive plot, characterisation, style, and literary merits, with a review of the historical events 
 on which the story is based, and embracing an account of the- author's life, (b) Selections from 
 "Golden Numbers 1 ' with explanatory treatment of words, phrases, and allusions. Sketches of 
 the authors of the poems treated, (c) The Art Reader, assisted and amplified by copies of 
 works of art to be seen in the Art Gallery, (d) General reading of standard works such as 
 " Lamb's Tales," " Treasure Island," " Adam Becle," " The Vicar of Wakefield," and " David 
 Copperfield." 
 
 In addition to the foregoing, Composition will be treated in a manner calculated not only 
 to improve the technical skill of the pupils in the art, but to excite their imagination, cultivate 
 the faculty of observation, and to strengthen their powers of narration. 
 
 TECHNICAL DAY SCHOOL-PRACTICAL GEOMETRY CLASS. 
 
MATHEMATICS. 207 
 
 The English course is under the direction of Mr. Tonkin. 
 
 MATHEMATICS. This section is also under the control of Mr. Tonkin. It includes : 
 
 (a) Arithmetic. A practical course of commercial arithmetic, attention being also 
 paid to the metric system so useful to pupils in their Science work. 
 
 (b) Mensuration, also of a practical nature, especially directed towards the more advanced 
 work that every student in engineering and mining must master. 
 
 (c) Algebra, on the lines of the Junior, and covering the usual course as far as Quadratics, 
 Surds, and Indices. Graphical work is made a special feature. 
 
 (d) Geometry constructive problems graphical exercises the geometrical determina- 
 tion of areas, the higher theorems of Book I and II, theorems and problems in relation to the 
 circle, and the connection between circles and rectilineal figures. 
 
 (e) Trigonometry, of an elementary, but highly practical nature, involving an under- 
 standing of the various ratios, circular measure, &c., and practice in trigonometrical con- 
 structions. 
 
 While it is not claimed that the scheme of mathematics is complete, it is certain that 
 its strong feature is its aim in the direction of engineering, &c. No boy is put back to the more 
 elementary work if previous preparation has fitted him for the higher branches of mathematics. 
 
 SCIENCE. This important subject is under the care of Mr. L. Morris, of the staff of the 
 College. The course includes : 
 
 (a) Physics. Under the subdivision of Mechanics we find the course embraces the 
 metric system of measurements of Length and Mass area of irregular figures by means of 
 squared paper, and by weighing of Volume by displacement of water, of Time by shadow 
 stick. Clocks, pendulum, balance-wheel, levers, pulleys, inclined planes, and other mechanical 
 powers are also included. 
 
 Pressure of Gases is treated, involving the study of the Balloon, the Barometer, &c., 
 illustrated by Barometric graphs, the Steam Engine, Liquid Pressure, leading up to hydraulic 
 Machinery, Artesian Wells, Lift and Force Pumps. The principle of Archimedes, Specific 
 Gravity, Elasticity, and Hooke's Law round off this sub-section. 
 
 The study of Heat and its effects on solids, liquids, and gases, involving the laws of 
 expansion, evaporation, conduction, and convection, together with the proper understanding 
 of such instruments as the thermometer and hygrometer, form the second part of the curriculum 
 in Physics. 
 
 The application of this course to mining and engineering is kept well to the front. 
 Frequent practical experiments are made to elucidate principles. 
 
 (b) Chemistry. In this department of Science, which is under Mr. W. Clunies Ross, 
 theoretical lessons on the elementary principles of Chemistry and related sciences will be 
 followed by short studies on the preparation and properties of the more important gases, 
 together with some account of the more important non-metallic elements. 
 
 The practical side of the treatment will deal with glass-bending and glass-blowing, and 
 the fitting up of wash bottles and other apparatus. Preparation and experimental demonstration 
 of the properties of gases will follow. 
 
 As in other directions the work of the first year of the Technical Day School in Science 
 is largely tentative. Next year it is hoped that a more detailed syllabus will be available. 
 
 (c) Physiography. The treatment of this branch of Science is largely cultural in its 
 aim, and is particularly directed towards preparing pupils for a course in geology, which must 
 be taken by those who wish to receive technical instruction in mining. Mr. C. Sussmilch, the 
 College lecturer on Geology, has charge of the Physiography work of the school. He has drawn 
 up a very complete syllabus of work, dealing with: (i) The Earth as a whole, its size, form, 
 motions, inclination, relation to solar system and terrestrial magnetism. (2) The Atmosphere, 
 its composition and properties, its temperature, moisture, pressure, and circulation, with not 
 only the physical phenomena arising therefrom, but the scientific appliances for observing, 
 comparing, and recording these phenomena. (3) The Hydrosphere, its distribution, composition, 
 temperature, movements, contents, and the various resultant natural phenomena. (4) The 
 Lithosphere, its relief features, materials, changes and other phenomena due to various agencies, 
 crust movements, and the history of its physiographical features. 
 
 WOOD AND IRONWORK. The object of this course is to train the hand and the eye. ami 
 particularly to give the students a knowledge of all hand and pocket tools used by engineers 
 
ao8 TECHNICAL EDUCATION. 
 
 They will also be instructed in the use of measuring instruments, and the application of callipers, 
 compasses, squares, angle-gauges, and other such appliances. Light exercises in the use of the 
 hammer and file will be practised by the students. This department will be under the control 
 of Mr. J. Hanley; while a course of elementary carpentry or woodwork will be conducted by 
 Mr. T. A. Wilkie. The course will also include lectures on timbers and tools. 
 
 DRAWING. The Superintendent lays great stress on the predominance given to drawing 
 in German schools of all grades. It is used there to an extent of which we have little, if any, 
 conception. For the Technical Day School under notice there has been laid down a course 
 of geometrical drawing similar to that given to the general student of the College. It includes 
 all the simple problems in plane geometry, and the usual study of projections necessary to 
 inculcate the first principles of plans, elevations, and sections of solids in different positions. 
 
 Illustrations of the practical application of geometrical truths to various trades will 
 be given. The course of Freehand and Model Drawing is elementary in its scope; special 
 attention being given to good construction, so as to enable students to make rapid and accurate 
 perspective sketches of any object which may be placed before them. 
 
 The fee for the full annual course of three terms of fourteen weeks each is i is. 
 Scholarships and bursaries are provided for worthy candidates. This term there are eighteen 
 boys and two girls holding either scholarships or bursaries, while there are also ten paying 
 students. At present the Fifth Class Primary standard is sufficient to qualify a pupil for 
 entrance. This standard is not a high one, but has been so set to meet the case of country 
 pupils. The Continuation Schools at Granville, Newcastle, and Goulburn are to be conducted 
 on the lines of the Sydney Day Technical School. The next examination for scholarships and 
 bursaries will be held in July. 
 
2OO. 
 
 Mechanical Engineering Department. 
 
 (By OWEN BLACKET, Lecturer in Charge of the Department). 
 
 WHEN the Board of Technical Education first started classes, one of the sections was that of 
 Applied Mechanics, which embraced Mechanical Drawing and Applied Mechanics; shortly 
 afterwards the Board secured some old buildings in Kent-street and turned them into workshops 
 for Fitting and Turning and Plumbing; the next move was to add a small shed to hold two 
 fires for Boilermaking, which was the first start in practical engineering work. 
 
 THE STAFF OF THE MECHANICAL ENGINEERING DEPARTMENT. 
 
 Kroni left to right 
 
 Front ftiw: Mr. Phillips, Palterinnaking ; Mr. Griffiths, Blacksmithing ; Mr. Blanket, Lecturer in Charge ; Mr. Hanley, Fitting and 
 
 Turning ; Mr. Pill, Foundry. 
 Back row : Mr. Klannigan, labourer: Mr. MeGrath, Model-maker; Messrs. Brown, Stocker, Clargo, Chalinor, Kdginifton, and Davis, 
 
 Assistant Teachers ; Mr. Collet, labourer. 
 
 In the year 1886 Mr. Owen Blacket was appointed Instructor, and he recommended 
 the change of name to Engineering, which was the name for some years, when it was again 
 changed to the Department of Mechanical Engineering, to distinguish it from other engineering 
 branches which had been started ; at the same time the title of Instructor was altered to that 
 of Lecturer-in-Charge. It is remarkable how the small matter of a name led students to enrol ; 
 under the name of " Mechanical Engineering " they understood what it meant, but the term 
 Applied Mechanics did not appeal to them. 
 
 A very few years of College work was sufficient to show that the accommodation in 
 Kent-street was far too small for the Mechanical Engineering Department, and fortunately 
 for the Department the then Minister for Education, Mr. Carruthers, grasped the situation and 
 immediately set in hand the building of workshops at Ultimo. Each Lecturer in the College 
 was asked to draw up a plan of his requirements, and adverse comment was at that time made 
 as to the big ideas of the Mechanical Engineering Lecturer, as it was considered he was asking 
 for more than was necessary for requirements. 
 
 
 
2IO 
 
 TECHNICAL EDUCATION. 
 
 THE FOUNDRY, MECHANICAL ENGINEERING DEPARTMENT, SHOWING MOULDING 
 
 IN PROGRESS. 
 
 FITTING AND TURNING: STUDENTS AT WORK ON THE MACHINE FLOOR. 
 
 (Second stape of training.) 
 
MECHANICAL ENGINEERING DEPARTMENT. 
 
 211 
 
 In 1891 the machinery in Kent-street was moved to the new workshops at Ultimo, and 
 special appliances which had been ordered from England were also received -and erected there, 
 and in the first term of 1891 the mechanical workshops were started. It was very soon found 
 
 1. FITTING AND TURNING SHOP: CHIPPING AND FILING. 
 
 (F'rst statue of practical work.) 
 
 ?. BLACKSMITH'S SHOP, SHOWING STUDENTS AT ELECTRICAL HAMMER. 
 
 that the public fully appreciated the new workshops. The enrolment and desire for extended 
 information increased so much that instead of working on three nights per week only, as had 
 been the practice, it soon became necessary to work five nights per week. As time passed 
 
212 
 
 TECHNICAL EDUCATION. 
 
 not only was it found necessary to hold classes every night, but every day as well. Further 
 additions have had to be made to the workshops from time to time, till all the vacant ground 
 is now occupied ; but the demand continues to increase for education ; still the students come 
 in increasing numbers, showing how the value of the technical training in Mechanical Engineering 
 is being most largely appreciated. 
 
 The late regulation of the Industrial Court to the effect that every apprentice to 
 engineering must attend the Technical College classes for at least two years of his time in some 
 branch of his trade, is likely to swell the enrolment a long way above the present capacity, 
 which only proves the necessity of immediately arranging for further additions to the workshops 
 and other class-rooms. 
 
 MECHANICALflENGINECRING LECTURE-ROOM, MR. HANLEY DEMONSTRATING 
 
 ON BLACKBOARD. 
 
 The'-Engineering profession embraces a great many subjects, and it may be safely said 
 the mechanical portion is"^the foundation. The Technical College gives great opportunities 
 for a student tolearn something in this portion, it is a debatable point as to whether a student 
 should first attend the College classes and then go into a ^workshop, or should serve his 
 apprenticeship conjointly with his technical training. On one point, however, all agree, 
 namely, that a student cannot learn his trade fully in either alone, and to be a thorough master 
 of his work, he must have practical workshop experience as well as a college training. 
 
 The mechanical side is again divided into many branches Mathematics, Drawing, 
 Blacksmithing, Patternmaking, Ironfounding, Fitting, and Turning, &c. An employer has not 
 time to teach mathematics ; there is not room in the drawing office, so one has to take up one 
 of the trades ; apprentices are put to the one he has a vacancy in, and where he can make the 
 most money for him. There the apprentice gains merely a smattering of some one branch of a 
 trade. If he joins the Technical College, in conjunction with his workshop training, he has the 
 opportunity of learning, say first, mathematics, the backbone of all the sciences ; next he can 
 
MECHANICAL ENGINEERING DEPARTMENT. 
 
 213 
 
 PATTERNMAKING CLASS-ROOM AND CLASS. 
 
 ART METAL-WORK IN WROUGHT-I RON , 
 
 By Peter Griffiths, Teacher of Blacksmithing. 
 
 FOUNDRY WORK. 
 
 Tlie Pattern, the Mould, and the Casting of a Screw 
 Propeller. 
 
 OF THE 
 
 UNIVERSITY 
 
TECHNICAL EDUCATION. 
 
 learn mechanical drawing, the universal language that all can understand, and he also has the 
 chance of learning the laws that underlie the special branch of the trade he has decided on as his 
 calling, whether blacksmith, patternmaker, or moulder. 
 
 The term " engineer " is a vague and misleading one, which is used by many tradesmen 
 simply because it is associated in their minds with machinery ; but when we come to inquire 
 into their work it will be found that it is in many cases merely either that of a driller, a planer, 
 a fitter, or a turner, and very likely the so-called engineer cannot explain even the working 
 
 STUW 
 
 RLACKSMITHINC 
 
 of a steam engine. Such men have the-.opportunity at the". College *of gaining^a|better right 
 to use the name "engineer," because the study of mathematics^ mechanical drawing, and applied 
 mechanics gives them an insight into parts _of machines and laws of science which they could 
 never learn in a workshop. It also helps to.jnake their daily work more interesting when they 
 can understand how the particular portion of the machine they are making is to be used. 
 
 It can easily be understood that during the quarter of a century that the College has 
 been established many hundreds of students have passed through the various classes, and in 
 
MECHANICAL ENGINEERING DEPARTMENT. 
 
 215 
 
 many cases the students of to-day are the children of former students. The engineering pro- 
 fession gives great opportunities of travel to those who can work their way on -board steamships 
 and so take employment in other countries, and repeatedly letters are received from the old 
 students from England, America, China, India, and Africa, and in every case it is the same 
 story " I owe my position to the instruction I received at the Sydney Technical College." It 
 would be impossible to give a list of the high positions obtained by successful students, but 
 attention may be drawn to the fact that more than half the teachers in the Engineering Depart- 
 ment have been students of the College, and several of them have been in England or America 
 
 THE FIRST FITTING AND TURNING SHOP, IN KENT-STREET, 1885. 
 
 for some years improving their knowledge, and in that way they have brought back to the 
 College information gained in other countries, so helping to keep the teaching abreast of the 
 most modern methods there adopted. 
 
 The course of instruction is arranged so as to meet all classes of students, those who 
 merely wish to get an insight into mechanical work as well as those who desire to fit themselves 
 for the higher work of designing with a facility for the calculations required for such work. It 
 is very pleasing to notice how, during the last few years, the percentage of students taking up 
 the theoretical training as well as the practical has increased, and there can be no doubt 
 that the technical teaching is in this way taking effect for good in the factory and the workshop. 
 
 In workshop practice and general management, the College training gives many lessons 
 to factory proprietors, and that it is remembered and appreciated is shown by the improvements 
 which may be noticed in our modern workshops, where the owner or manager has been a 
 
2l6 
 
 TECHNICAL EDUCATION. 
 
 MECHANICAL ENGINEERING DEPARTMENT: TESTING MACHINES 
 100 TONS ~D 20 TONS. 
 
 ANNUAL EXHIBITION OF STUDENTS' WORK: ENGINEERING DEPARTMENT. 
 
MECHANICAL ENGINEERING DEPARTMENT. 
 
 217 
 
 Technical College student Tools are^not allowed to^be "^hung up on the floor " and so lost in 
 the dirt, as is done in many a Sydney workshop, there is a place for everything and it must 
 be put in its place when done with. The latest change in the iron foundry at the College is a 
 valuable object lesson to Sydney ironfounders the whitewashed ceiling reflecting and diffusing 
 a good light just where it is required, viz., on the floor. The new applied mechanics lecture- 
 room, which is in close proximity to the workshops, is also a great improvement. In regard 
 to equipment the late addition of the electrically-driven compressed-air hammer, with long 
 stroke, in the blacksmith's shop; the latest development in milling machines and side planer, 
 in the tool shop ; the improved twist-drill grinders, and milling cutter sharpener all go to prove 
 that the classes are kept up with modern improvements in mechanical engineering work. These 
 not only benefit the student but enable the owners of local shops to see for themselves the 
 
 EXHIBITION OF STUDENTS' WORK: BOILERMAKING CLASS. 
 
 advantage of scrapping|old gear, which gave but a poor return, and adopting these modern 
 high-speed tools, and so help in the engineering progress of the State. 
 
 The remarkable progress of the workshops can be easily understood from the illustra- 
 tions the first (page 215) being the Kent-street workshop in 1885, with an equipment of two 
 foot-lathes and a hand-shaper ! the others (pages 210 and 211), showing the large and well- 
 arranged shop of to-day. The College possesses many examples of science progress we have the 
 oldest Watt engine in the world, with sun and planet motion ; at the same time we have a triple- 
 expansion surface-condensing engine (made at the College) of about equal power, occupying a 
 fraction of the space, the connecting-rod of the Watt engine, weighing twice as much as the 
 complete modern marine engine. There is also an exact copy of Murdock's locomotive to be 
 compared with No. i locomotive of New South Wales Railways, which, though only fifty years 
 P 
 
218 
 
 TECHNICAL EDUCATION*. 
 
 EXHIBITION OF STUDENTS' WORK: PATTERN MAKI NG CLASS. 
 
 No. I LOCOMOTIVE ENGINE. 
 
 (First Engine nin in this State). 
 
MECHANICAL ENGINEERING DEPARTMENT. 219 
 
 old, is very crude to modern ideas. From a copy of Hero's engine of 2,000 years ago, till 
 " to-day," seems a long time ; but the present modern " Laval " engine, of which the College 
 has an example, is identical with Hero's in every respect, with this exception : Hero having 
 hut very low boiler pressure at his command, only gave " motion " with practically no " power," 
 whereas the " Laval " is used for driving high-speed machinery. Thus it can justly be said 
 of the College teaching that, though honoring the past, and showing what has been done in 
 days gone by, every endeavour is made to keep abreast of the world's progress. 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OF MECHANICAL ENGINEERING (EVENING CLASSES). 
 OWEN BLACKET, Lecturer in Charge of Department. 
 
 MECHANICAL DRAWING Benjamin Bourke, J. N. Downward, and W. D. Massey, Monday to Friday, 7 to 
 9 p.m. 
 
 APPLIED MECHANICS Owen Blacket, ist year, Tuesday, 7 to 8 p.m., and 2nd year, Thursday, 7 to 8 p.m. 
 BLACKSMITHING Peter Griffiths, Monday, Tuesday, Thursday, and Friday, 7 to 9 p.m. 
 
 PATTERN-MAKING W. A. Phillips, Tuesday and Thursday, 7 to 9 p.m. A fair knowledge of Mechanical 
 Drawing is an essential qualification for admission to the Pattern-making class. 
 
 BOILERMAKING F. Buddie (Practical). Wednesday, 7 p.m., and (Theoretical), Friday, 7.30 to 9 p.m. 
 
 FITTING AND TURNING J. Hanley S. W. Stocker, Monday, Tuesday, Wednesday, Thursday, and Friday, 
 7 to 9 p.m. 
 
 IRONFOUNDING G. J. Pitt, Tuesday and Thursday, 7 to 9 p.m. 
 SLIDE RULE F. E. Stowe, Tuesday, 7 to 9 p.m. Fees, Senior Scale. 
 MOTOR DRIVING A. H. Sproule, Tuesday, 8 to 9 p.m. Fees, Senior Scale. 
 
 FITTING AND TURNING Special day classes for a limited number, Monday to Friday, 2 to 4.30 p.m. Fees, 
 Juniors 4s., Seniors 8s. per term for eaph lesson taken per week. 
 
22O 
 
 Department of Printing and Lithography. 
 
 COMPOSING. 
 
 (By J. V. BARKER, Teacher of Composing.) 
 
 THE several branches of printing and the allied industries have many things in common, and 
 much of the success desired for the " Art Preservative " is dependent upon collective results. 
 It is very essential, therefore, that each section of this far-reaching combination should benefit 
 in the good accruing from technical education, and it is satisfactory to record that in a great 
 
 measure this desideratum is being met at 
 the Sydney Technical College, though it 
 yet remains to inaugurate a class in the 
 interests of bookbinding. With this class 
 in operation, and all the departments 
 brought together in one room, or at least 
 on one floor, the advantages that would 
 be derived from such an association would 
 be great and varied, and lead to a com- 
 prehensive understanding of technicalities 
 the allied trades thus receiving an im- 
 petus that is all the more necessary in 
 view of the rapid changes that are taking 
 place in the means of production. 
 
 In a communication to the writer, 
 the Government Printer of New South 
 Wales (Mr. W. A. Gullick) wrote : " There 
 is no room for doubt of the effect of 
 technical teaching in the near future. 
 The next generation will be very much 
 better off than the present ; in fact they 
 scarcely realise how much is available to 
 them, compared with the facilities which 
 were at the disposal of the men with whom 
 they are just commencing to compete." 
 
 The late Mr. F. Bridges, who was 
 the first Superintendent of the Sydney 
 Technical College, soon realised the neces- 
 sity for extending operations, and amongst 
 other industries that of printing came up 
 for consideration, through representations 
 being made by the Master Printers of 
 Sydney " as to the necessity for providing 
 technical instruction for those lads and 
 apprentices connected with the printing 
 and allied trades." 
 
 It was not, however, until shortly after September, 1901, that applications were invited 
 by the Public Service Board for the positions of instructors in composing and machining. There 
 were twenty-three applications for the former position and eighteen for the latter. Messrs. 
 W. A. Gullick (Government Printer), C. Batson (Batson & Co., Ltd.), and J. A. Burke (hon. 
 secretary Printers Overseers' Association), were appointed to draw up examination papers and 
 conduct theoretical and practical tests for the positions, the outcome being the appointment 
 of Mr. J. V. Barker as teacher of the Composing Class, and Mr. W..S. De Wilde as teacher of 
 the Machining Class. 
 
 Mr. Barker served his apprenticeship with the old Caxton Office of this city, of which 
 he eventually became overseer. He was afterwards with Gibbs, Shallard & Co., with whom 
 he stayed until their business was destroyed by fire. He then secured a position with the 
 
 STAFF OF THE DEPARTMENT OF PRINTING 
 AND LITHOGRAPHY. 
 
 From left to ri<*ht 
 
 Front l\<ift' : Mr. Marker, Teacher of Composing 1 ; Mr. De Wilde, 
 
 Teiu-her of Machining. 
 Hack Hint- : Mr. Andrews, Lithography : Mr. Martin, Photo- 
 
 Engraving. 
 
PRINTING AND LITHOGRAPHY. 
 
 221 
 
 firm of W. E. Smith, and remained with it tor" fourteen years. An opportunity offering, he 
 transferred his allegiance from jobbing to newspaper work, and became associated with the 
 Siniif,ir Tini<s Newspaper Co., Ltd., two years ago. The joint experience thus gained serves 
 him in good stead for the young newspaper idea as well as the jobbing one is being taught 
 " how to shoot " at the class. 
 
 Mr. De Wilde was apprenticed with Spottiswoode & Co., London, and afterwards became 
 associated with Waterlow Bros, and Layton of the same city. A later period found him installed 
 in Reader & Co.'s Multi-colour works. In the Illustrated London News and Strand Magazine 
 he received a thorough training in the system followed on those high-class periodicals, which 
 paved the way for his acceptance of the position of half-tone printer on the Sydney Town and 
 Country Journal. Four years later he was appointed to the charge of the joint room, where 
 are printed that journal and the Evening News, which position he still occupies. 
 
 The promise of Mr. Perry, the then Minister of Public Instruction, that there should 
 be no cheeseparing in respect of plant, has been adhered to, and it is only the want of space 
 that would hinder a much greater number being accommodated if the necessity arose. The 
 classes are certainly cramped for room, as the temporary building that is occupied was erected 
 hastily in the College grounds ; but Mr. J. W. Turner, the present Superintendent of the College, 
 holds out every encouragement that this drawback will be removed in the near future, and there 
 is then a possibility that the scheme promulgated at the commencement of this article viz., all 
 the allied classes brought together will assume tangible shape. 
 
 The course of instruction outlined by the teachers was based upon that followed by the 
 City and Guilds, London, but has been varied from time to time fashions changing in printing 
 as in other things 
 
 Students are considered individually, and their ability be it great or small is exercised 
 to advantage; thus it is possible to make competent craftsmen of all. even if some fail to 
 become expert. 
 
 SYDNEY TECHNICAL COLLEGE PRINTING (COMPOSING) CLASS. 
 
222 TECHNICAL EDUCATION. 
 
 The success that is achieved by teacher and students is helped very materially by the 
 fact that only those already occupied at the trade are permitted to attend. No good could 
 accrue to anyone outside the trade joining the classes with the idea of bettering themselves, 
 for the little knowledge gained would be of no practical benefit. It is contended that with the 
 course of College tuition alone (restricted to three years), it is impossible to make competent 
 tradesmen, for there must be constant practice of years' duration, and it is the experience of 
 most, that the seven years' apprenticeship is all too short to fit a boy to follow the profession 
 of a compositor with the success that is necessary, if we are to raise the status of the trade and 
 make it more worthy of the designation " the Art preservative of all Arts." How could that 
 desideratum be possibly achieved with a three years' course of College attendance, each year 
 represented by eighty-four lessons of two hours duration, practically one-half of which are 
 devoted to theory, when a type is not touched, but in which other principles are taught quite 
 as necessary, but so much neglected by the craft, to the detriment of the individual and trade ? 
 
 It is much to be regretted that employing printers do not insist upon their apprentices 
 giving at least three years' attendance at a technical college, for by so doing they would help 
 to raise a class of good workmen, to their own benefit. It is essential that a compositor should 
 know more than the " type-snatching " of the old days, for, since the usurping of all solid setting 
 by the type-setting machines, it has become imperative that the craftsman should make him- 
 self conversant with the intricacies of display work. It is the " master handling " of type 
 that is necessary not so much the mere setting, as the artistic grouping and arranging of the 
 various components forming a carefully thought-out piece of type composition. 
 
 In presswork, also, how much more necessary it is for a craftsman to know the trade 
 than was the case formerly ! The introduction of art papers and half-tone illustrations has 
 opened up possibilities unknown a decade ago; and the three-colour process, too where a 
 shade of ink this way or that makes or mars. A technical class affords opportunities to delve 
 into the " art and mystery " of these subjects, and to understand the why and wherefore of 
 them ; also to become acquainted with the intricacies and minute adjustments of modern presses, 
 which demand craftsmen of finer calibre and higher education than was generally associated 
 with the earlier times. 
 
 Melbourne led the way in the matter of establishing technical printing classes, and 
 Sydney has not taken any second place in the position it has given its classes ; likewise there is 
 not the least doubt that Sydney will be ready to again follow the lead of Melbourne in the matter 
 of all-time instructors, so soon as representations are made as to the necessity of such procedure. 
 That there is a necessity, if the due meed of success is to be reached and we are to keep abreast 
 of those with whom we are called upon to compete, there is no reason to doubt. 
 
 To hie back to the time when the printing and allied trades were first identified with 
 the Sydney Technical College, it is necessary to state that the 8th of April, 1890, may be said 
 to have been the actual date upon which printing was inducted at the institution, Mr. A. A. 
 Lawson being then appointed teacher of the contemplated lithographic class, a position he 
 held with much distinction until the 28th February, 1906. 
 
 A rapidly growing process-engraving business demanding increased attention, this popular 
 and successful teacher was reluctantly compelled to relinquish a work he was intensely interested 
 in, but as, in addition to lithography, he also taught collotype printing, photo-lithography, 
 and photography, it is to be marvelled at that he for so long found the time necessary for so 
 multifarious a group. 
 
 The outcome of the relinquishment of these duties of teaching by Mr. Lawson was the 
 commencement of a new era. 
 
 Photography was given scope, increased support was called for, and a separate class 
 devoted solely to this far-reaching industry and pastime was inaugurated under the guidance 
 of Mr. R. H. B. Brangwin.* 
 
 A most important branch of the allied trades, and one that has grown to huge dimensions, 
 is photo-engraving and process work, another offshoot of the lithographic class. It was thought 
 advisable, in the interests of this constantly increasing trade branch, to provide a special teacher, 
 inaugurate a special class, and have increased 'accommodation to adequately cope with the 
 many applications that were made for tuition in this modern means of producing blocks for 
 illustration purposes. 
 
 For notes as to this separate class, see page 271, 
 
PRINTING AND LITHOGRAPHY. 223 
 
 Mr. E. J. Martin was appointed to the position of teacher. He is a partner in the firm 
 of Bacon & Co., Pitt-street, City, and derived his experience of the trade in the Mother Land 
 and on the Continent. His apprenticeship with the Meisenbach Co., London, gave him oppor- 
 tunities of acquiring a sound knowledge of his business, which was further added to as a journey- 
 man with the same firm. For further experience he exploited the Continent, and among other 
 firms he was with that of Jean Malvane & Co., in Brussels, which has an enviable name for 
 high-class colour work. 1902 saw him again in London, where he joined the engraving depart- 
 ment of George Newnes, Ltd. In 1904, Mr. Martin was at the antipodes in charge of the 
 engraving department of the Auckland Weekly News, and 1906 saw him a partner in the firm 
 first mentioned above. 
 
 The lithographic class, thus shorn of its many appendages, has now for its teacher Mr. A. 
 Andrews, who, during his apprenticeship with S. T. Leigh & Co., Sydney, attended a three years' 
 course of the class over which he now presides. During his studentship he secured honours in 
 lithography, and passed first grade in photo-lithography, &c., at the examinations. To the 
 groundwork he thus received, he attributes much of the success he has achieved both as craftsman 
 and overseer. His appointment as teacher dates from February of the present year, and was 
 the outcome of an exhaustive examination. 
 
 Periodical visits are paid to the printing classes by the Printers Overseers' Association 
 and the Typographical Association, and both these bodies, together with the Machinists' Union, 
 have donated prizes for competition amongst the apprentice portion of the students. The 
 Government Printer, who is an ardent supporter of the classes, has likewise favoured in this 
 respect, as have also several of the printers' furnishers. 
 
 When knowledge gained in the ordinary way in a printing establishment is supplemented 
 by that obtainable in a technical class, the result is as beneficial to the employer as it is to the 
 craftsman, and raises the standard of the work to that of the most finished product ; this fact 
 is emphasised where it enables students to compete successfully for positions offering that 
 require ability and experience, and it is also emphasised when students obtain distinction in 
 competitions open to the whole trade. In illustration of the former case, it may be mentioned 
 that a three-years student of the composing class has been appointed to the charge of the 
 printing department of a firm of wholesale druggists, while others have improved their standing 
 considerably as craftsmen through their attendance at the College. In the second category 
 Orchard Clark stands out prominently amongst those who have achieved distinction. His 
 record is one of even excellence, having obtained honours at the examination in each of the 
 three years of his attendance. During his second year he entered in a competition arranged 
 by the British Printer, open to all compositors in the Colonies, and obtained third place in a list 
 comprising fifty-one names although only an apprentice. There were nine entries from the 
 Sydney Technical College, and the positions obtained were 3, 10, 16, 17, 23, 24, 27, 28, 38. 
 Eight (apprentice's work) of the nine specimens submitted were also considered in a separate 
 competition by the local Printers Overseers' Association, who awarded Clark second place. 
 This body again offered prizes for 1908 to the students of both classes (apprentices) and sub- 
 mitted '' copy " for a membership card. Six competed, and Clark was adjudged the winner of the 
 composing section, and E. G. Baker of the machinery section. 
 
 In the British Printer Colonial competition the points awarded for presswork of the 
 specimens sent from the classes by the British Printer authorities, were out of a possible five 
 points two 5's, five 4's, and one 3. 
 
 MACHINING. 
 
 (By W. S. DE WILDE, Teacher of Machining.) 
 
 ' THOU hast most traitorously corrupted the youth of the realm in erecting a Grammar School, 
 and whereas before our forefathers had no books but the score and the tally, thou hast caused 
 printing to be used, and contrary to the King, his Crown and Dignity, thou hast built a Paper 
 Mill." King Henry VI. 
 
 A Circumstance ! To what minor happenings do we attribute the tremendous advance 
 of education among the masses? It may be said that Gutenberg, by the seemingly small 
 
224 
 
 TECHNICAL EDUCATION. 
 
 circumstance of discovering an easy method of obtaining a multitude of impressions at a cost 
 within reach of the middle classes, solved the problem of universal education, and placed it 
 on the market for all who had the enterprise and cared to advance. Advancement has never 
 hitherto been encouraged to the extent that appertains in this century; primary schools, colleges, 
 technical colleges, and universities vie with each other in disseminating the knowledge which 
 was denied to our forefathers, and out of the vicissitudes and battles of our ancestors the world 
 has advanced in a greater measure by reason of the Art of Printing, than by any other method. 
 Knowledge, hitherto in the hands only of the learned ecclesiastics and old professors of sciences, 
 became suddenly unlocked, and the whole vista of intellectual superiority was laid bare to all 
 that had the means and power of absorption. Learning was no longer a secret, wrapped up 
 in a person, but from our ancestor has emanated a glorious heritage namely, Technical 
 Education. 
 
 Technical Education is paramount in importance, but must be laid upon a foundation 
 of sound primary training in the Public Schools. Literature, an important profession, should 
 
 MACHINING CLASS 
 
 WORK. 
 
 and does hold in its ranks some of the most eminent men and prominent scholars of the world- 
 statesmen, authors, and professional men of all degrees; and how much need has the printer 
 of the present day to improve and technically educate himself so as to intelligently and forcibly 
 support these master minds in the portrayal of ideas and circumstances before the world ! 
 
 The Printing classes of the Sydney Technical College aim to elevate not only the crafts- 
 manship but the personality of the students. The writer, as a close observer of the young 
 student, is pleased to note that since the inauguration of the classes in 1907, the personnel and 
 primary education of the students has improved tremendously, and, therefore, the craftsman- 
 ship displayed is the more marked by this elevation. 
 
PRINTING AND LITHOGRAPHY. 225 
 
 The Press student I would in particular enlarge upon, as owing to the tremendous 
 advancement of printing during the last twenty years the major burden of " rising to the 
 occasion " has been with him. Modern printing presses, to the uninitiated are " fearfully and 
 wonderfully made," and the intellectual quality required to successfully run and manipulate 
 these complicated masses of mechanism is not small. 
 
 Illustration work at the present time, obtained by photographic and mechanical means, 
 requires infinite study and pains ; and only those students who apply themselves very closely 
 to their work may hope to win through to a position in the printing profession. 
 
 The students of the Sydney Technical College Printing classes (Press branch) are very 
 enthusiastic in their work and have attained high places in British and Colonial competitions ; 
 and what is perhaps more to the point, succeeded in obtaining appointments at a good salary 
 in other offices, viz., two students to Queensland, one to New Zealand in charge of illustrated 
 work, and one to a position in the Imperial Government service, all of whom have been reported 
 by their chiefs as being eminently satisfactory. 
 
 The plant installed in the Press section consists of an up-to-date double royal stop- 
 cylinder press, supplemented by an Art Phcenix platen press, a Commercial Phoenix platen, 
 an Arab platen, and an Albion hand-press. In addition to these presses may be mentioned a 
 perforator, cutter, and wire-stitcher. 
 
 The fine show-case in the centre of the room, equipped by the New South Wales Govern- 
 ment Printer (Mr. W. A. Gullick) and the writer, contains specimens of all kinds of printing 
 plates and type, from the initial stage to the finished article, which create great interest in the 
 minds of the lay visitor, and help exceedingly the observant student in pursuit of knowledge. 
 
 The classes are now overflowing and awaiting a change to new quarters when better 
 work still will be possible, and with the co-operation of the controllers of the printing profession 
 in Sydney, the Press section of the Printing classes of the Sydney Technical College has still 
 further fields to conquer, and will be assured of still further success in future. 
 
 LITHOGRAPHY. 
 
 (By A. ANDREW, Teacher of Lithography.) 
 
 THE nature of the work done in the Lithography class follows out, as far as possible, what an 
 all-round journeyman would be called upon to perform in a first-class office, in conjunction 
 with a thorough theoretical training in all matters appertaining to lithography. The students 
 have an opportunity of carrying out a chromo-litho. from polishing the stones ready for the 
 artist, through all branches of proving, &c., to the finished machine proof. In addition, instruc- 
 tion is given in copper-plate work, engraved stones, the zinc and aluminium process, making 
 transfer papers, inks, and all accessories in working the various processes. In these days of 
 experts in one branch of a trade only, the students have opportunities placed before them which 
 may never occur in a workshop. 
 
 In addition to the lithographic printer, the class offers excellent facilities for young 
 lithographic artists to be instructed in the technical portion of lithography, also to work out 
 and have lithographed any original design or drawing. 
 
 The present teacher is an ex-student of the class. 
 
 The class is equipped with an up-to-date plant, complete in every detail, and consists of 
 one copper-plate press, one demy and one double crown litho. hand-press, and one demy 
 Furnival machine with all the latest improvements, driven by a direct-gear electric motor ; 
 also a large stock of stones, aluminium plates, acid baths, &c., necessary to carry out all classes 
 of lithographic work. 
 
 PHOTO-ENGRAVING. 
 
 (By EDWARD J. MARTIN. Teacher of Photo- Engraving.) 
 
 OWING to the dearth of skilled labour in the Photo-Engraving trade it was decided to form a 
 Photo-Engraving class at the Sydney Technical College to enable students to get a thorough 
 practical and theoretical knowledge of the craft. Through the results of their studies several 
 students have gained a high state of competency and been able to get a considerable increase 
 in salary; and one (Harold Skiller) has received a good position as operator with Messrs. S. W. 
 Bacon & Co., of this city. 
 
226 
 
 TECHNICAL EDUCATION. 
 
 The class-room is fitted up with all the modern plant and appliances necessary for 
 demonstrations and the production of line, half-tone, and three-colour blocks. A Penrose 
 process camera, Cooke lens and prism, Levy ruled screen, spring camera stand, and a pair of 
 powerful arc lamps figure amongst the valuable plant installed. Leading from the class-room 
 is a spacious dark-room, fitted for the requirements of wet and dry plate negative making. 
 
 As the Photo-Engraving trade consists of three distinct branches, viz. (i) Line and 
 half-tone negative making; (2) Printing from negatives on to metal, line and half-tone etching, 
 engraving and proofing; three-colour block making it has been found advisable to split the 
 class up into three sections. No. i section receives instruction in line and half-tone negative 
 making by the wet and dry plate processes ; a course on photographic chemistry, and a course 
 
 PRINTED FROM A BLOCK PREPARED BY A STUDENT IN THE PHOTO-ENGRAVING 
 
 CLASS. 
 
 of lectures on lenses and screens, regular and irregular. No. 2 section is taught printing on to 
 zinc and copper by various processes, the use of different mordants, line etching, half-tone 
 etching, fine etching with brush work, and tool engraving. No. 3 section is instructed in 
 spectrum analysis, three-colour negative making by the direct and indirect methods, the use 
 of aniline dyes as applied to dry-plate bathing, collodion emulsion, its uses for three-colour 
 and isochromatic reproduction. 
 
 The illustration shown is printed from a block prepared in the class by one of the 
 students. 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OF PRINTING AND LITHOGRAPHY. 
 
 PRINTING Composing J. V. Barker, Monday and Wednesday, 7 to 9 p.m. 
 
 Machining \V. S. De Wilde, Monday and Wednesday, 7 to 9 p.m. 
 
 To qualify for examination, a Student must attend not fewer than 60 lessons (Theory jo, Practice 40). 
 LITHOGRAPHY A. Andrews, Monday and Wednesday, 7.30 to 9 p.m. 
 PHOTO-ENGRAVING E. J. Martin, Tuesday and Thursday, 7 to 9 p.m. 
 
227 
 
 Department of Sanitation. 
 
 (By JOHN L. BRUCE, Member Royal San. Inst., Lecturer in Charge of Department). 
 
 THE INCEPTION OF THE DEPARTMENT. 
 
 THE Department of Sanitation, like the science which it is its object to teach, is of comparatively 
 recent origin, and like that science it has grown enormously since its inception. It was only 
 at the beginning of the year 1891 that Sir Joseph Carruthers the then Minister for Education, 
 acting on the recommendation of the late Mr. Frederick Bridges, who was at the time Superin- 
 tendent of Technical Education, appointed the present Lecturer-in-charge to create the new 
 
 department. The growth 
 of the department is well 
 shown by the fact that 
 while at the time of its 
 establishment (eighteen 
 years ago) the student 
 enrolment totalled only 
 thirty-seven, of which 
 thirty were attending the 
 practical plumbing, now 
 it has increased to about 
 400, of which number 
 300 are attending the 
 practical plumbingclasses. 
 This phenomenal growth 
 indicates at once the need 
 for the classes, and the 
 marvellous increase in the 
 public estimation of the 
 importance of education 
 in matters sanitary. 
 
 When the writer, eigh- 
 
 STAFF OF]THE DEPARTMENT OFISANITATION. teen years ago, entered 
 
 on the task of formulating 
 a scheme of efficient in- 
 struction in the various 
 branches of sanitation, he 
 realised that, in order to 
 suit the wants of the Tech- 
 nical College, and of the times, it would be necessary to deal with two main sections of 
 students : First, cadets in what might be called the professional callings, such as 
 municipal engineers, sewerage engineers, water engineers, and architects. Second, the trades 
 section, comprising the practical plumbing and gasfitting trades. 
 
 At that time very little was known in Australia of sanitation in its modern sense. The 
 main pipes of the new Nepean water supply were completed, and also the main carriers 
 and outfalls of the new Sydney sewerage scheme, and the Metropolitan Water and Sewerage 
 Board had just been called into existence to administer those services, but practically 
 nothing had been done in connecting the new services to the houses, or introducing modern 
 methods and fittings. To those who, like the writer, have witnessed the gradual discovery 
 and exposure of the frightfully insanitary work then existing, aye, and then being done every 
 day by many of the master plumbers in Sydney, and passed as satisfactory by the architects, 
 it is no exaggeration to say that the task before the professional staff of the Water and Sewerage 
 
 Reading from left to right : 
 
 Front row Mr. Nelson, Chief Teacher of Plumbing ; Mr. Stewart, Professor of 
 Veteriuiry Science, Sydney University, Lecturer in M eat Inspection ; Mr. Bruce, 
 Lecturer in charge of Department : Dr. Sinclair, Medical Officer of Health, 
 Lecturer in Sanitary Law, &c. ; Mr. Gray, Assistant Chief Teacher of Plumbing. 
 
 Buck row Messrs. Lawson, Auld, Patiuo, and Malcolm, Assistant Teachers of 
 Plumbing. 
 
228 
 
 TECHNICAL EDUCATION. 
 
 Board and the teachers of the new Sanitary Department was nothing less than the education 
 of the great body of the architects, the master plumbers, and the journeymen; and incidentally, 
 the general public, in the veriest elements of modern sanitary work. 
 
 It is true that for some years before the constitution of the Sanitary Department a 
 practical plumbing class had been in operation, but although good work was done in the training 
 of students in lead working, as it was then understood, that was a very different thing from 
 the lead work as now taught and practised. As for the teaching of the theory of the subject, 
 that is the sanitary, hydraulic, and pneumatic principles underlying the proportioning and 
 arrangement of pipes and fittings, that was unknown, and was indeed at that time sneered at, 
 by the majority of those who prided themselves on being " practical men." 
 
 From the first, the Sanitary Department was nobly supported and encouraged by Mr. 
 Smail, the Engineer-in-Chief of the Water and Sewerage Board, who was at that time Engineer 
 for Sewerage to the Board ; and the great success which has undoubtedly followed the teaching 
 given in this department is unquestionably due very largely to Mr. Smail's unswerving support. 
 This support, by compelling architects and plumbers alike to learn and to practise the principles 
 and workmanship of modern sanitation, has enabled the Water and Sewerage Board and this 
 department to stand firmly against, and fight down inch by inch, the ignorance and prejudice 
 of the past, until now Sydney is recognised, and quoted all over the world as furnishing an 
 example of plumbing and general sanitary work which is unequalled in many, and surpassed 
 by none, of the great cities anywhere. 
 
 That is a great result to be attained in eighteen years, but its reality is undeniably proved 
 by the best of all evidence, that of the regular and enormous decrease in the death-rate, which 
 has followed the work. 
 
 THE SANITARY ENGINEERING LECTURE-ROOM. 
 
 Mr. Bruce lecturiug to the Sanitary Inspectors' Class. 
 
SANITATION. 
 
 THE GENERAL SCHEME OF INSTRUCTION. 
 
 The general scheme of instruction as formulated by the writer in 1891, and since continued, 
 consists of : First Sanitary Engineering Lectures These were divided into three courses, 
 dealing with separate branches : A course which deals with lighting, heating, cooling, and 
 ventilation ; B course giving instruction in hot and cold water supply and water supply 
 fittings, and also the designing and proportioning of sanitary fittings, such as baths, basins. 
 water closets, &c., and of the pipes carrying the sewage from those fittings, and finally the 
 disposal of the sewage by septic tanks and bacteriological filters ; C course dealing mostly 
 with the municipal engineer's work, such as the designing of the water supply and sewerage 
 of cities, water waste prevention, disposal of sewage, garbage, and night-soil, municipal dis- 
 infecting plant, road-making, and street-lighting. Courses A and B were intended more for 
 architects and such plumbers as wished for fuller information on those subjects, beyond that 
 they could obtain in the sanitary plumbing lectures ; while course C, in conjunction with 
 courses A and B, was designed for the instruction of cadets, &c., in the offices of engineers 
 dealing with the branches named. Second Sanitary Plumbing Lectures Dealing in a more 
 elementary way with the subjects taught in course B, and also including the nature and 
 composition of the metals and solders, fluxes, &c., used by plumbers, the principles of cutting 
 out coverings, and the dimensions, weights, and arrangement of pipes and fittings as required 
 by the Water Supply and Sewerage Board; Practical Plumbing Classes wherein was taught 
 the handicraft work of the plumber. 
 
 The foundations of this tuition had been laid by the writer some three years previous 
 to the initiation of the Sanitary Department, in a course of fortnightly popular lectures on 
 sanitary subjects, extending over a year, which he delivered for the old Board of Technical 
 Education, in the School of Arts Hall in Pitt-street. 
 
 These lectures were very fully reported in the daily papers at the time of their delivery, 
 and many students who afterwards joined the classes have informed the writer that it was 
 from them that they first derived any idea of the scope of sanitation, and had their appetites 
 whetted for further instruction in the subject. 
 
 THE SANITARY DEPARTMENT EXAMINATION BOARD. 
 
 Within a year after the initiation of this Department, the Water and Sewerage Board, 
 acting on the advice of Mr. Smail, their Engineer, took a step which has had far-reaching 
 influence, not only in increasing the attendance of students in the Sanitary Department, but 
 also in the interests of the public health. This was their request : that the Lecturer in charge 
 of the Department of Sanitation should undertake the examination of those desiring licenses 
 from the Board to do work as plumbers, as water-fitters or as drainers, in the districts under 
 their control. Mr. Bridges, the then Superintendent of Technical Education, realised at once 
 the benefits which this step would entail, not only to the College classes but to the public, and 
 so fell heartily in with the request. The writer, however, did not think it advisable that he 
 alone should be the examiner ; and the matter being left in his hands, he organized a Sanitary 
 Department Examining Board, which was authorised to issue diplomas as master plumber, 
 and certificates as water-fitter and as drainer. These diplomas and certificates were required 
 by, and qualified for licenses under, the Metropolitan Water and Se\verage Board, and since 
 then have been recognized as qualifying for a license in Newcasth, Melbourne (Victoria), 
 Wellington (New Zealand), and also in all towns throughout this State, where the water supply 
 has been constructed by the Government. 
 
 The Metropolitan Water and Sewerage Board stipulated that those examinations should be 
 open to all tradesmen, whether attending the Sanitary Department classes or not, but in the then 
 state of knowledge in the trade the examination led to an immediate and great increase in those 
 attending the Sanitary Department classes, because those who failed to pass (and for the first 
 few years those formed a large proportion) immediately joined the practical or theoretical 
 classes, or both, in order to qualify. Since the inception of those examinations hundreds of 
 candidates have qualified, and the holders of those diplomas are now to be found all over the 
 world testifying by their skill to the wisdom of the act, and to the efficiency of the training 
 which most of them have received at the Sanitary Department classes. This Board as now 
 
TECHNICAL EDUCATION. 
 
 constituted is thoroughly representative in its personnel, consisting, as it does, of the Lecturer 
 in charge of the Department as President, assisted by the chief teacher of practical plumbing, 
 and by honorary members, representing the Water and Sewerage Board, the Master Plumbers 
 Association, and the Operative Plumbers Society. 
 
 As the work of the Metropolitan Water and Sewerage Board extended, it became neces- 
 sary to create a body of qualified inspectors to superintend the house connections (drainage) 
 and the sanitary plumbing work in connection with the water supply and sewerage of the city. 
 
 Again this Board enlisted the assistance of the Sanitary Department to select, by exami- 
 nation, the fittest of the candidates applying for the positions. This was done, and, as might 
 have been expected, the majority of those selected as best qualified, were candidates (many of 
 them men well up in years) who had been assiduously improving their knowledge and skill 
 by attendance at the Sanitary Department classes. As a result, a large proportion of those 
 inspectors under this Board, from the Chief Inspector downwards, are past students in this 
 department, and it is satisfactory to record that the Sanitary Department has also furnished 
 plumbing inspectors both to the Newcastle Water and Sewerage Board, and the Metropolitan 
 Board of Works in Melbourne, Victoria. 
 
 THE WATER AND SEWERAGE BOARD GOLD MEDALS. 
 
 About this time the Metropolitan Water and Sewerage Board, again acting on Mr. Smail's 
 advice, instituted the annual presentation of two valuable gold medals, one to the best student 
 in the final (C course) year of the Sanitary Engineering course, and one to the best student in 
 the fourth year, or advanced class, in Sanitary and Practical Plumbing. Those medals it is 
 the great ambition of the students to obtain. The Sanitary Engineering medal, because its 
 holder always receives special consideration when promotion is in question in the Metropolitan 
 Board ; and the Plumbing medal because it is only the very best of the plumbing students 
 who can hope to obtain it, and it is, therefore, looked upon as the " blue ribbon " of the trade. 
 
 THE SANITARY INSPECTORS' CLASSES. 
 
 At the time of the institution of this Department, qualified Sanitary Inspectors were 
 unknown in Australia, but the outbreak of plague in Sydney in the year 1900 changed all that. 
 When the outbreak took place and drastic measures became urgently necessary, the President 
 of the State Board of Health, Dr. Ashburton Thompson, applied to the writer to nominate as 
 many students or ex-students as possible who had special knowledge of sanitation, and who 
 were willing to undertake the work most of the best of these, already held permanent positions, 
 but about a dozen were made available at once, and those did yeoman service during the 
 cleansing operations which accompanied and followed the outbreak. This led to the establish- 
 ment of special classes under the department for the training of Sanitary Inspectors. The City 
 Council led the way by calling on the writer for a course of lectures for the instruction of a large 
 body of Sanitary Inspectors whom they proposed to employ. This request was acceded to, 
 and the writer delivered a course of twenty lectures on the engineering side of the question, 
 which were supplemented by special lectures delivered in the College by Dr. Armstrong, the 
 District Medical Officer of Health, on the medical side of an Inspector's work. Shortly after 
 this, a regular course of instruction for Sanitary Inspectors was drawn up by the writer, and a 
 College Certificate as Sanitary Inspector was instituted. This calls for a year's course 
 (D course) in sanitary engineering subjects, given by the writer; a two-term course in sanitary 
 law, infection and disinfection, and food inspection ; and a course of fourteen lectures on meat 
 inspection, both given by qualified professional men ; a two-term course in Physiology, and a 
 year's course in building construction, and in architectural plan drawing by the College Lecturers 
 in those subjects. 
 
 At this time the Royal Sanitary Institute of London, did Sydney the honor of selecting 
 it as the first place outside of Britain wherein to conduct local examinations for their certificates 
 as Nuisance (that is Sanitary) Inspectors, and for certificates in Sanitary Science, and a local 
 Board of Examiners was nominated with Dr. Ashburton Thomson as President, and examina- 
 tions are held annually, after the close of the Technical College examinations. 
 
SANITATION. 
 
 As all qualified Sanitary Inspectors in this State are now required to hold either the 
 Royal Sanitary Institute certificate or the Technical College certificate, this has led to a large 
 attendance oi students at the Sanitary Dspartment classes for Sanitary Inspectors. Most oi 
 those, including a number oi ladies, have qualified, and hold either the College or the Royal 
 Sanitary Institute certificate, or both, and it is safe to say that at the present day most of the 
 Sanitary Inspectors now acting throughout this State are past students of those classes in this 
 Department, and in addition, they have furnished the Chief Sanitary Inspector under the 
 Queensland State Board of Health, the Chief Inspectors under the Tasmanian State Board of 
 Health, The Chief Inspector under the Hobart (Tasmania) City Council, and several sanitary 
 inspectors to various centres in the State of Western Australia. 
 
 THE PRACTICAL PLUMBING CLASS. 
 
 Turning now to the Practical Plumbing classes, here also the progress made during 
 the last eighteen years has been phenomenal. As already stated when this department was 
 constituted, the practical plumbing students numbered thirty, and the teacher, the late Mr. 
 
 ONE OF THE PRACTICAL PLUMBING CLASS-ROOMS. 
 
 Showing students' work on wnlls. 
 
 David Nelson, who was the father of the present Chief Teacher of Plumbing, had one assistant 
 teacher, the late Mr. James Douglas, who, on Mr. David Nelson's death, was appointed chief 
 teacher, with the present chief teacher as his assistant. At the present day the students number 
 nearly three hundred, with a nightly attendance which often exceeds one hundred, and the teach- 
 ing staff consists of Mr. William Nelson, the chief teacher, an assistant chief teacher, and five 
 
232 
 
 TECHNICAL EDUCATION. 
 
 ANOTHER OF THE PRACTICAL PLUMBING CLASS-ROOMS 
 
 Students at work. 
 
 EXAMPLES OF SPECIAL BOSSING WORK. 
 
 Each wrought without seam from one flat piece of (Mb. sheet lead. 
 
SANITATION. 
 
 233 
 
 assistant teachers, all of whom, excepting the chief assistant teacher, are ex-students, and the 
 teachers of plumbing at Granville, Newcastle, and Goulburn are also ex-students. The work 
 done is thoroughly up-to-date and has been acknowledged by well-known master plumbers 
 from Britain, who have visited the class-rooms, to be equal to anything they have seen in Britain. 
 Indeed, some of the lead-bossing work, as for example, the busts shown in the illustration (one 
 of which was done by Mr. Lawson, one of the assistant teachers), and which have been worked 
 up out of a flat sheet of lead, are in point of artistic merit and handicraft skill unique in the 
 world. 
 
 An exhibit of lead work, an illustration of which is given, was sent to the great Exhibition 
 recently held in Christchurch, New Zealand, and secured a special gold medal for its artistic 
 
 PLUMBING, BLACKSMITHING, AND BOI LERM AKI NG EXHIBIT, N.Z. EXHIBITION, 1906-7. 
 
 and general excellence. It is most satisfactory to record that the authorities of the Christ- 
 church Technical School specially requested that as many of the exhibits as could be spared 
 should be left with them to serve as models for the students in their plumbing classes, which 
 was, of course, done. A similar compliment was paid to the plumbing class by the authorities 
 of the Brisbane (Queensland) Technical School, who asked and received a set of typical examples 
 of students' work to show as models for the plumbing students there. 
 
 One pleasing feature in connection with the sanitary and practical plumbing classes, is 
 the interest taken in them, both by the master plumbers and the operatives. Many of the 
 former pay the fees for their apprentices to attend the classes ; their association presents a gold 
 medal annually to the best student in the third year, and the members frequently visit the classes. 
 The illustration shown of the plumbing exhibit at the 8-hour Day annual procession in Sydney, 
 is evidence of the approval of the Operatives Plumbers' Society, as that exhibit is sent by 
 the College at their request as an example of what they consider to be first-class work. 
 
 Q 
 
234 
 
 TECHNICAL EDUCATION. 
 
 ACCOMMODATION AND EQUIPMENT. 
 
 The accommodation and equipment provided for the Department of Sanitation at the 
 Sydney College is clearly shown in the plans of the College published in this monograph, and in 
 illustrations which accompany this article. 
 
 The lecture-room which is seated for seventy students has space along the sides for the 
 exhibition of the models, &c., shown in the illustration, which are used for demonstration 
 purposes. 
 
 The testing rooms comprise apparatus for showing on a practical scale the loss of head by 
 friction through pipes, elbows, bends, stopcocks, &c. The action of hydraulic pumping rams 
 under different driving heads, lifts, and length of drive pipe. The efficiency of hand pumps 
 and power required under different lifts, and with different sizes of rising pipes. The flushing 
 action of different quantities of water at different speeds through different closet pans, the 
 action of various forms of syphon, the photometric measurement of various forms of gas burners, 
 and the influence of gas pressure, the testing of the action and efficiency of gas water-heaters, 
 working under different conditions, &c. 
 
 The illustration shows the photometer room, with a glimpse of the hydraulic testing 
 room through the open door. 
 
 The plumbing class-rooms consist of three large rooms. The two illustrations of the 
 classes at work are both taken from the entrance door looking left and right ; one of those rooms 
 is two stories in height divided into four stages, where stacks of soil and waste pipes, with 
 
 v TECHNICALCOLLEGE 
 
 WORKof EX STUDENTS 
 
 oCTbersuf OPERATIVE PLUM 
 
 TY'i STUDENTS 2V'6" 
 
 PLUMBING CLASS EXHIBIT AT THE EIGHT-HOUR 
 PROCESSION. 
 
 Mr. Nelson, Teacher of Plumbing, anil Mr. Boye, Plumbing Gold lledullist, for 
 1908, in front. 
 
SANITATION. 
 
 235 
 
 THE TESTING LABORATORY. 
 
 The Photometer Room und Glimpse of Hydraulic Testing-room. 
 
 appropriate fittings are fixed in position by the senior students. These rooms provide good 
 bench room for 100 students, but as many as 120 are sometimes present. There are four large 
 melting pots for wiping solder, and an ample supply of mandrills, dummies, &c., but the students 
 provide their own smaller tools, as dressers, shavehooks, &c., which are kept by them in locked 
 drawers. The lead used is melted up and re-rolled from time to time, the solder being first 
 melted off as far as possible so that there is little waste of material. 
 
 DAY CLASSES. 
 
 The classes in this department mostly meet in the evening, but there are several day 
 classes as well. On the Sanitary Engineering side, lectures are given to the day engineering 
 students in their third year, on elementary sanitary engineering. Such subjects as may be useful 
 to such of those as enter into municipal work, are chiefly dealt with. Lectures are also given 
 to the sheep-shearing experts attending the department of sheep and wool training classes. 
 Those are trained so as to be useful general handy men about a sheep station, and the instruction 
 given in these lectures chiefly bears on water supply, rainfall, tank storage, pumps, and the 
 working of lighting plants, such as acetylene and petrol gas generators, &c. In the practical 
 workshops day classes are held two afternoons per week in general plumbing and tinsmith 
 work ; and a day class is also held for the sheep-shearing experts, who are instructed in simple 
 soldering and sheet-iron work, such as would enable them to do simple repairs to guttering 
 and downspouts, tanks, pumps, milk pails, &c. 
 
236 TECHNICAL EDUCATION. 
 
 SPECIAL PRIZES. 
 
 The following special prizes are annually available to the students in the Department 
 of Sanitation : 
 
 Metropolitan Water Supply and Sewerage Board Gold Medals, value $ each : 
 
 The Sanitary Engineering Medal for the best Honours pass in the final year of the Sanitary 
 Engineering Course (principal subjects), 
 
 The Plumbing Medal for the best Honours pass in the fourth year or the advanced course of 
 Practical, General, and Sanitary Plumbing. 
 
 The Master Plumbers' Association Medal for the best third year's Honours pass in Practical, General, 
 and Sanitary Plumbing. Value, 2. 
 
 Messrs. John Danks and Sons' prize for the best Honours pass in second year's Practical, General, 
 and Sanitary Plumbing. 
 
 Mr. A. W. Robey's prize for best first year's Honours pass in Practical, General, and Sanitary Plumbing 
 Messrs. John Danks and Sons' prize for the best Honours pass in .first year's Practical Plumbing. 
 Mr. J. L. Bruce's prize for the best Honours pass in the first year's Theory of Plumbing. 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OF SANITATION. 
 
 JOHN L. BRUCE, Mem. Royal San. Inst., Lecturer in charge of Department. 
 
 SANITARY ENGINEERING Lectures and Laboratory. 
 
 Course A Lighting, Heating, Cooling, Ventilation, Wednesday, 7.30 to 9 p.m. 
 Course B Water Services, Drainage, and Domestic Sanitation, Tuesday, 7.30 to 9 p.m. 
 Course C Public Water Supply and Sewerage, Municipal Sanitation, Tuesday, 6 to 7.30 p.m. 
 Practical Testing Class, Thursday, 7 to 9 p.m. 
 
 SPECIAL COURSE FOR SANITARY INSPECTORS 
 Course D Monday, 7.30 to 9 p.m. 
 
 SANITARY LAW, INFECTIOUS DISEASES, &c. (and and 3rd Terms) T. W. Sinclair, M.D., D.P.H., Wednesday, 
 6.45 to 7.45 p.m. Fee, 8s. per term. 
 
 INSPECTION OF MEAT AND ANIMALS (2nd and 3rd Terms) J. D. Stewart, M.R.C.V.S. Wednesday, 7.45 
 p.m. to 9 p.m. Fee for course, 2 is. Visits to Abattoirs, as arranged. 
 
 PLUMBING Chief Teacher, Wm. Nelson Assistant Chief Teacher, H. S. Gray; Assistant Teachers, W. S. 
 Lawson, H. Malcolm, T. H. Nicholls, and W. E. Patino; Junior Assistant, D. Auld. 
 ist and 2nd years Tuesday, Wednesday, and Friday, 7 to 9 p.m. 
 3rd and 4th years and advanced Monday and Thursday, 7 to 9 p.m. 
 Day Classes Plumbing Wm. Nelson, Monday and Friday, 3 p.m. to 5 p.m. 
 
 SHEET-METAL WORKING Friday, 3 to 5 p.m. 
 
 Lectures on Principles and Design Friday, 7.30 to 9 p.m., 
 J. L. Bruce, 3rd and 4th years, monthly. 
 Wm. Nelson, ist and 2nd years, monthly. 
 Dates arc posted in workshop. 
 
 NOTE. The entry for two or more lessons per week for Plumbing entitles the Students to attend the 
 lectures in Theoretical Plumbing. 
 
237 
 
 Department of Training in Sheep and Woo/. 
 
 (By ALFRED HAWKESWORTH, Lecturer in Charge of Department.) 
 
 OF all the industries followed in New South Wales, and even in the Commonwealth, at the 
 present time, that of the pastoralist takes the undoubted premier position, and has for the last 
 hundred years been the mainstay or 
 backbone of the success of the country. 
 Even in this great industry although 
 the main factor in placing this ex- 
 tensive island continent prominently 
 before the older countries it is sur- 
 prising how little was known of that 
 useful little animal, the sheep, and its 
 covering, even up to twenty years ago. 
 At the present day, although there are 
 much greater facilities now offering for 
 obtaining instruction how to breed, 
 judge, and improve the fleece of the 
 sheep, it is much to be regretted to 
 note how lukewarm and even neglect- 
 ful are many who follow this industry. 
 The first movement in these States 
 was made eighteen years ago at the 
 instigation of Mr. (now Sir) J. H. 
 Carruthers, at that time Minister for 
 Education, who in instituting classes at 
 that time placed the formation of the 
 Sheep and Wool Department in the 
 hands of the present Lecturer-in-charge. 
 
 The head of this branch of 
 technical education began his wool 
 education with five years apprenticeship 
 in the great worsted metropolis of 
 England, viz., Bradford, Yorkshire. The experience gained, after eight years' work there, was 
 afterwards supplemented by lengthy visits to other wool-growing countries, such as North 
 America (three years), South Africa, and New Zealand. 
 
 The successful career of this department in this State has been so pronounced that 
 similar institutions have been established within the last few years in other States, viz., South 
 Australia, Queensland, and, quite recently, the Xiovernment of Victoria has applied to be 
 furnished with details of the working of this, the original sheep and wool department of the 
 Commonwealth. 
 
 The great popularity of this class in this State, amongst young men, especially the more 
 ambitious sons of station-owners, managers, selectors, and farmers, no doubt was one cause 
 of its success. To this may also be added the liberal course of practical instruction offered. 
 It is also pleasing to add that very many students from all the neighbouring States and several 
 other Colonies have taken advantage of this beneficial course of instruction. 
 
 The instruction given is practical, consisting of sheep-classing and judging, which is 
 mainly carried on at Flemington on Thursday mornings, and at the College by the aid of 
 illustrated lantern lectures, and visits to shows. This branch is greatly encouraged by the 
 Executive of the New South Wales Sheep-breeders Association. At the annual show they 
 provide a students' sheep-judging competition, where certificates and prizes are awarded, 
 
 STAFF OF THE DEPARTMENT OF TRAINING IN SHEEP 
 AND WOOL. 
 
 Mr. Haula'sworth, Leeturer-in-eharye, in centre, surrounded by Messrs. 
 Hannaford, Stratford, and Co\vley, Assistant Teachers. 
 
2 3 8 
 
 TECHNICAL EDUCATION. 
 
 according to merit. Practical instruction is given daily in wool, from the most elementary 
 to the more advanced stages, including wool-classing for the pastoralist, and wool-sorting 
 for the manufacturer and scourer. Consideration is also given weekly to types of wool, clean 
 scoured yields, and spinning qualities ; these latter branches are in the interests of students 
 qualifying as woolbuyers. 
 
 Carbonizing and scouring tests also receive attention. 
 
 The work-rooms are spacious, with good light, and well supplied with the necessary 
 wool-tables. At the entrance end of the room is the wool-classing space, wool-press, and 
 all necessary details for preparing wool (bales) to be sent to the market. On the walls are to 
 be found framed pictures of high-class Merino and British breeds of sheep ; a large case for 
 district types of wool ; diagrams of sheep for showing points ; models of sheeps' mouths, 
 
 STUDENTS' SHEEP-JUDGING COMPETITION AT THE ROYAL AGRICULTURAL SHOW. 
 
 indicating ages ; cases containing samples of tops and combed wool, varying in quality from 
 24'$ (low Lincoln) to 8o's (fine Merino). Plates showing the physical structure of wool, 
 coloured engravings of all grades of Merino, engravings of various kinds of machinery used in 
 the manufacture of fabrics made out of wool, are also displayed. A Machine-shearing Expert 
 Class is in its second year, and promises to be a success. The object is to train young men to 
 become thoroughly qualified to run engines, fix sheep-shearing machines, and keep them in 
 thorough running order, and to effect general repairs. 
 
 In the lower room is a scouring plant, which is used for the purpose of determining the 
 correct yields. 
 
 NIGHT CLASSES. A night class is held on Mondays and Fridays, and has been in existence 
 for considerably over twenty years, and it is surprising how the rolls continue to show such a 
 high percentage of attendance. Even during the last three years the number of students fai 
 surpassed those of previous years. The object of this class is to offer suitable instruction i 
 
TRAINING IN SHEEP AND WOOL. 
 
 239 
 
 . THE WOOL-CLASSING ROOM-STUDENTS AT WORK. 
 
 various branches of the wool trade to those industrious young men who are not in a position 
 to attend the day class, and who are ambitious to gain positions offered yearly by many of the 
 wool firms. Also, many who intend going on the land are to be found amongst the students, 
 with the view of learning something about both sheep and wool, to better prepare them for 
 subsequent work on the land. Generally speaking, the greatest number of students are those 
 who hold positions in different capacities in the offices of the various wool firms, and who, being 
 possessed of industrious tendencies, hope that some wool knowledge will be of great assistance 
 to them. So it has been, in many cases, both amongst the selling and buying wool firms. 
 During the last few years a good many wool-samplers, employed by the various firms, are to be 
 found in the long lists of students, and the instruction gained has been of such a useful character 
 that many are now holding good positions. Wool-scouring works have also provided many 
 willing students, who have bettered their positions considerably, and have been helped to rise 
 above the ordinary rank. This night class also acts as a recruiting ground for the day class. 
 Practical instruction is given in wool in all its various branches, from the opening of fleeces 
 to preparing them for the market. Facilities are also offered to the students to become 
 thoroughly acquainted with clean yields of wool, through the work of the day class where the 
 wool is scoured, and actual results are given. Types of wool and their manufacturing qualifi- 
 cations are frequently brought before the students. The latter are most essential parts of the 
 wool trade, especially to those engaged by the Sydney wool firms. 
 
 To further assist to impart information, lantern lectures are given on the last Friday night 
 in each month, when sheep receive as much attention as wool, to the benefit of all students, 
 whether they are intended for the land or the town. 
 
 THE SCIENTIFIC EXAMINATION OF WOOL. In connection with the Department a course 
 of instruction in the technical and histological relations of wool is also given by S. J. Johnston, 
 B.A., B.Sc. (Syd.). This course embraces the following work : Use of microscopes ; examination 
 
240 
 
 TECHNICAL EDUCATION. 
 
 of simple objects ; action of reagents. Appearance and structure of silk, cotton, ramee, sisal, 
 flax, &c. ; action of reagents. Structure and appearance of hairs of sheep, llama, alpaca, vicuna, 
 cashmere, goat, camel, rabbit ; action of reagents. Microscopic measurements of wool and 
 other fibres; classification into fine, medium, and strong. Structure and development of the 
 epidermis. Origin and development, growth, and nutrition of hair and hair follicle of various 
 animals. Effects of dyeing, dipping compounds, scouring, carbonization, climate, food, &c.. 
 storing, variation of fibres and the factors contributing to it. 
 
 THE SCIENTIFIC EXAMINATION OF WOOL STU DENTS AT WORK. 
 
 The following'ex-students have been successful in the sheep and wool industry : 
 Messrs. W. and J. Hayes, of Messrs. Hayes Bros., Wool-scourers, Goodooga, Brewarrina, 
 and Walgett ; Messrs. Suttors, two brothers who went through the classes and are now wool- 
 scourers at Walgett ; Mr. Lyle Johnson, Wool Instructor, Brisbane Technical College; Mr. G. H. 
 Gerber, Wool Broker, Sydney; Mr. R. Hyndes, Wool Broker and Scourer, Sydney; Mr. Young, 
 of Messrs. Schute, Bell, & Co.; Mr. P. Begg, of Messrs. Begg and Son, Wool Brokers, Sydney; 
 Mr. R. H. Maund, Manager for Laverstock, Bowning; Mr. Seton, Melbourne representative 
 for G. H. Gerber, Wool Broker, Sydney; Messrs. Linklater and Bannister, Wool Brokers and 
 Scourers, Sydney; Messrs. Hannaford, Stratford, and Cowley, who are at present teachers in 
 the Sheep and Wool Class; Mr. Witfield King, Wool Valuator, with Messrs. Winchcombe, 
 Carson, & Co. ; and Mr. Dawson, Auctioneer, Winchcombe, Carson, & Co. 
 
 PROGRAMME OF CLASSES, 
 
 DEPARTMENT OF TRAINING IN SHEEP AND WOOL. 
 
 ALFRED HAWKESWORTH, Lecturer in Charge of Department. 
 DAY CLASSES (Sheep and Wool, Wool Classing, &c.), 9.30 a.m. to 4.30 p.m. (Term From ist February to 
 
 3ist July Fees, ^5 53.) 
 WOOL CLASSING Monday and Friday, 7 to 9 p.m. 
 
24 1 
 
 Department of Women's Handicrafts. 
 
 (By Miss M. E. ROBERTS, Teacher of Dressmaking.) 
 
 IN this Department women may learn to make all the clothes they wear, excepting boots and 
 gloves. 
 
 The separate classes which form this Department are : Dressmaking, Ladies' Tailoring, 
 Millinery, Plain Sewing, Corset-making, Art Needlework, Lace-making, Flower-making. 
 
 DRESSMAKING. In the 
 Dressmaking Class students 
 are taught every branch of 
 their art, commencing with 
 the cutting. No student is 
 allowed to make a dress 
 until she can cut it out to 
 measures so as to produce a 
 perfect fit. Every student 
 learns the cutting, and makes 
 at least one dress during the 
 first term. As students 
 work on their own material, 
 the garments they make be- 
 come their own property; 
 so that, even in the first 
 term, the student saves the 
 price of her fees in getting 
 a dress made. During the 
 second and subsequent terms 
 students find there is a great 
 portion of the work which 
 they are now able to do 
 without help, and this is 
 done at home. Consequently 
 
 they manage to make a great many more dresses. This is not encouraged primarily to get 
 a quantity of garments made, though this makes the classes more profitable to the student, 
 but chiefly because it gives the student varied experiences. 
 
 Dresses vary so much, not only in the style and cut, but in the texture of the material, 
 that the making of one dress, or even some dresses, does not show how all materials or all styles 
 are to be treated. Hence students are helped to make garments for different figures, in varied 
 styles, and of all kinds of material. That this kind of experience is the best a girl can have is 
 proven by the number of women who go from this College into responsible positions, with no 
 other training than they get here. 
 
 Dresses, wrappers, robes, cloaks, capes, &c., are made for children as well as adults. 
 
 LADIES' TAILORING. When a student has learned to make a dress she may be taught 
 to cut, design, and make ladies' coats and skirts. A great many students learn this branch 
 of their art and become expert. Miss Forster of this College gained the First Prize at the 
 Australian Exhibition of Women's Work, in Melbourne in 1907, for the best-made coat and 
 skirt. 
 
 MILLINERY. Those who join the Millinery Class learn how to make and trim every 
 kind of head-gear for women and children. They first begin with shape-making in wire. From 
 this they go on to covering them with straw, and then proceed until they are thoroughly 
 conversant with every kind of material used in millinery and how it is worked. As students 
 
 . 
 
 STAFF OF THE DEPARTMENT OF WOMEN'S HANDICRAFTS. 
 
 From left to rijjht 
 
 Sitting: Miss Maxwell, Assistant, Dressmaking ; Miss Roberts, Teacher in charge of 
 
 Department ; Miss MeArtlmr, Lace-making. 
 Standing : Miss Dove, Assistant Teacher, Dressmaking; Miss Lucy Roberts, Millinery. 
 
242 
 
 TECHNICAL EDUCATION. 
 
 bring their own materials in all these departments, the tilings made become their own property. 
 Some students make as many as fifty hats during the year. 
 
 DRESSMAKING CLASS-ROOMS. 
 
 Students at Wink. 
 
 EXAMPLE OF LACE MADE BY STUDENTS. 
 
 LACE-MAKING. This is a new departure, 
 and promises to be a most popular class. 
 Students are taught all kinds of bobbin, lace, 
 and needle point. One and all who take up 
 this work find it most fascinating. Some very 
 good Torchon, fine specimens of Venetian point 
 and Maltese lace have been made, as well as 
 Limerick and other kinds. The accompanying pictures are photos of some fine Limerick and 
 Venetian lace, made by one of Miss McArthur's pupils. 
 
 EXAMPLE OF LACE MADE BY STUDENTS. 
 
WOMEN'S HANDICRAFTS. 
 
 243 
 
 PLAIN SEWING AND CORSET-MAKING. Students in this class are not only taught the 
 stitches which it is necessary to make with the needle, but learn to cut out and make up the 
 daintiest lingerie both by machine and hand. Miss Badger gained the First Prize for the best 
 handmade single article of underclothing at the Australian Women's Work Exhibition in 1907; 
 the underskirt exhibited was made in this class. So also was the slip bodice, for which Miss 
 Bevan was awarded the First Prize for the best handmade slip. 
 
 There are three large, bright, airy class-rooms with suitable, large tables for cutting 
 out. Sewing machines, pressing apparatus, kilters, &c., are all provided in the class-rooms. 
 The latest designs from Paris and Vienna are in the rooms for students to use as copies. 
 
 EXHIBITION OF STUDENTS' WORK. 
 
 Dressmaking;, Millinery, and Art Needlework (year 1901). 
 
 The millinery room is provided with small portable tables ; two students sitting at each 
 table, which adds to the comfort of the worker. 
 
 A dressing-room is provided where students remove their cloaks, hats, &c. ; and there 
 is a comfortable fitting-room, where students bring their friends to fit in privacy. 
 
 When students have finished their course they are not lost sight of. An Association 
 exists which brings ex-students of all classes in the Department of Women's Handicrafts 
 together periodically, where they discuss ways and means, quick and new methods, and the 
 latest ideas of arriving at the accomplishment of their object to make a woman's garments 
 as beautiful, suitable, and economic as possible. 
 
 The following is a list of some of the students who have gained positions through 
 instruction given in this Department : 
 
 Miss Forster, Head Teacher, Dressmaking Department, Adelaide ; Miss Cooper, Head 
 Teacher, Dressmaking, Rockhampton ; Miss E. Smith, Head Teacher, Dressmaking, Burwood 
 Ladies' College ; Miss G. Blake, Head Teacher, Dressmaking, Young Women's Christian Associa- 
 tion ; Miss Gascoygne, Head Teacher, Dressmaking, Railway Institute ; Mrs. Sanders, Head 
 Teacher, Dressmaking, Mount Gambier, South Australia ; Miss Jones, Head Teacher, Manuka, 
 New Zealand; Miss Fallover, Cutter, Cromer & Co., Sydney; Miss Forwood, Cutter, A. & A. 
 Hordern, Sydney; Miss Armstrong, Milliner, Ravenscroft & Co., North Sydney; Miss Rose, 
 
244 
 
 TECHNICAL EDUCATION. 
 
 MILLINERY AND LACE-MAKING CLASS-ROOM. 
 
 Students at Work. 
 
 Milliner, Winn cS: Co., Sydney; Miss Dove, Teacher, Dressmaking, Sydney; Miss Maxwell, 
 Teacher, Dressmaking, Sydney; Miss Barnes, Teacher, Dressmaking, Milton; Miss Cox, 
 Teacher, Dressmaker, Goulburn ; Miss Fortescue, Teacher, Dressmaking, Hay and district ; 
 Miss Peril, Teacher, Dressmaking, Tamworth ; Miss Melville, Teacher, Dressmaking, Kempsey; 
 Miss Henderson, Teacher, Dressmaking, Bega; Miss McPhie, Teacher, Dressmaking, Grafton ; 
 Miss Dalton, Teacher, Dressmaker, Taree ; Miss Smallwood, Teacher, Dressmaker, South Coast; 
 Miss Kootes, Teacher, Dressmaking, Parkes; Miss Richmond, Teacher, Dressmaking, Moruya; 
 Miss Wilson, Teacher, Dressmaking, Kogarah ; Miss Roach, Teacher, Dressmaking, Albury; 
 Miss Clapham, Teacher, Dressmaking, Bathurst ; Miss King, Teacher, Dressmaking, Penrith; 
 Miss Bradley, Teacher, Dressmaking, Waverley; Miss Fortescue, Teacher, Millinery, Goulburn; 
 Miss Marsden, Teacher, Millinery, Kempsey. 
 
 PROGRAMME OF CLASSES. 
 
 DEPARTMENT OF WOMEN'S HANDICRAFTS. 
 
 DRESSMAKING Miss M. E. Roberts, Teacher. Drafting, Cutting, Fitting, and Making Monday, Tuesday, 
 Wednesday, Thursday, and Friday, 10 a.m. to i p.m.; Monday, Tuesday, Wednesday, and Friday, 
 1.30 to 4.30 p.m. ; Monday, 7 to 9 p.m. Fees, i 5*. per term for one Lesson a week; 258. per term 
 for two Lessons a week. 
 
 M 11. u NICKY Wednesday and Friday, 1.30 to 4.30 p.m.. and Monday, 7 to 9 p.m. Fees, 158. per term for 
 one Lesson a week; 2$s. per term for two Lessons a week. Special arrangements made for daily 
 pupils. 
 
 DRESSMAKING Demonstration Class Monday, 2 to 3 p.m. Fees, 8s. per term. 
 
 DRESSMAKING Teachers' Course. Fees, j per year. 
 
 LACE-MAKING Miss M. McArthur Tuesday, 10 a.m.; Thursday, 2 p.m. Fees, I5s. per term of one Lesson 
 a week; 255. per term for two Lessons per week. 
 
*45 
 
 Sydney Technological Museum. 
 
 Curator and Economic Botanist, R. T. BAKER, F.L.S., Corr. Mem Phar. Soc., Great Britain. 
 Assistant Curator and Economic Chemist, H. G. SMITH, F.C.S. 
 
 HISTORY OF THE MUSEUM. 
 
 THE Museum was originally established in the Garden Palace, hut after the fire occupied 
 temporary premises at the Agricultural Hall, Outer Domain. It is now situated in Harris- 
 
 GENERAL VIEW OF MUSEUM AND TECHNICAL COLLEGE BUILDINGS. 
 
 street, Ultimo, within five minutes walk of Central Railway Station. For some years, Mr. J. H. 
 Maiden, F.L.S., was Curator. It contains considerably over 150,000 specimens, is a bureau of 
 information in regard to the raw products and manufactures of New South Wales, and visitors 
 are advised as to probable sources of information provided requirements cannot be satisfied 
 at the Museum. The new Museum was opened on 4th August, 1893, by His Excellency the 
 Governor, Sir Robert Duff, G.C.M.G. The building rises to a height of 75 feet and is 183 feet 
 long by 50 feet wide. The style adopted is an attempt to adapt the spirit of Romanesque 
 to the necessities and materials of the present day. There are three main floors 15 feet high, 
 divided transversely into bays 16 feet wide, which, while providing separate compartments to 
 facilitate the classification of the exhibits into groups, and simplifying the study by visitors of 
 the different kinds of specimens, afford an amount of wall space (on the cross- part it ions), fc r 
 the exhibition of diagrams, &c. The amount of floor space on each floor is 9,000 square feet, 
 and of wall space 17,000 feet, making in all 26,000 square feet respectively. 
 
246 
 
 TECHNICAL EDUCATION. 
 
 THE OBJECTS OF THE MUSEUM. 
 
 1. To assist in every way the development of the natural resources of the State in 
 particular, and the Commonwealth in general, by bringing together for comparison, instruction, 
 &c., collections of our raw products, such as wool, timber, minerals, essential oils, &c. 
 
 2. To scientifically investigate these products and so ascertain the various economic 
 purposes to which they can be put or for which they are suitable. 
 
 3. To publish these results for the benefit of the commercial world. 
 
 4. To furnish correspondents and visitors with information on their own and Museum 
 specimens. 
 
 5. To collect and exhibit the various economic products of the world, and to gather, 
 as far as possible, all information relating to them. 
 
 6. The specimens are available to illustrate the lectures in the local Technical Colleges, 
 and nature study in the Public Schools. 
 
 In the endeavour to fulfil the objects of the Museum as enumerated above, a very large 
 amount of original research has been undertaken on the Economics of the State of New South 
 
 ESSENTIAL OILS COURT 
 
 Wales in particular, and on those of Australia in general, and over 200 original papers and books 
 bearing on these subjects have been published by the Scientific Staff since its inception. Some 
 of these works have received the highest commendation from the scientific world, particularly 
 
I/. K I'naaelliJ. l'l,,,l,:. 
 
 LEAF OF EUCALYPTUS SMITHII, (R t. BAKKR). 
 
 Thf venation indicates that the oil contains Eucalyptol together with pinene, and that 
 
 phellandrene is absent. 
 
 Only Eucalyptus Oils obtained from species having this venation will meet the 
 requirements of the Pharmacopoeia. 
 
SYDNEY TECHNOLOGICAL MUSEUM. 
 
 247 
 
 the Research on the Eucalypts by Messrs. Baker and Smith, published in 1902. This book 
 contains the botanical and chemical investigation of nearly the whole of the species of Eucalyptus 
 
 growing in New South Wales and 
 Eastern Australia. The work 
 succeeded in concentrating the 
 knowledge concerning this won- 
 derful group of trees, and brought 
 to light several economics pre- 
 viously unknown, as well as 
 scientific peculiarities of con- 
 siderable importance. As, for 
 instance, the discovery of the 
 relation between the venation of 
 the leaf and the oil constituents 
 has now become of practical eco- 
 nomic value (see plate of leaf). 
 
 An even more extensive 
 work has just been completed 
 by Messrs. Baker and Smith, 
 bearing on the economics of the 
 Australian Pines, a work which 
 has been in progress during the 
 last ten years. The publication 
 of the results of this investigation 
 
 TEA TREE. will add considerably to the 
 
 Meiaifucn uncinata, Sm. knowledge of these indigenous 
 
 Longitudinal section showing portion of adcular leaf. The three circular spaces trees, and Suggest new aveilUCS 
 
 are empty oil glamls r j .- -\T 
 
 [PromoneofthePapereonMeMeucaw.] of economic production. Many 
 
 other discoveries have been made 
 with Australian groups of trees, 
 such as the Melaleucas, yielding, 
 in one species, a new Cajuput; 
 Leptospermi/m, giving a new citral- 
 yielding oil ; Darwinias from which 
 the valuable alcohol Geraniol may 
 be obtained; as well as the Cin- 
 namommns, and many other 
 important genera now being n- 
 vestigated. 
 
 In the Economic Botanical 
 Section the investigation of New 
 Timbers for special work has 
 recently brought to light several 
 species which for carriage con- 
 struction are specially useful, and 
 fulfil the requirements of the car- 
 riage-builder admirably. These 
 specimens are displayed on (he 
 first floor. 
 
 In the Economic Geology 
 Section a most extensive col- 
 lection of Marbles and Building 
 Stones have been got together, 
 and are displayed on the ground 
 floor. From the study of this 
 
 TEA TREE. 
 
 Melalt'-ui'ff u-ttcinata. Sin. 
 
 Transverse section of acicular leaf, showing one oil <rland, 
 [From one of the Papers on Melaleucas.] 
 
248 
 
 TECHNICAL EDUCATION. 
 
 collection it will be seen that New South Wales is exceedingly rich in material of this character, 
 and a book has been published by the Curator illustrating, by the three-colour process, the beauty 
 
 11. T. Baker, del. ad Nat. 
 
 LEMON-SCENTED TEA-TREE. 
 
 (Leptospermum Liversidgei, R.T.B. et H.G.S.) 
 
 [A ni.yrtaceous plant, .yielding citral.] 
 
 of the marbles and granites of this State. That the photographs are faithful representations 
 of the characters of these polished marbles can be seen from the accompanying reproductions 
 taken from the book above mentioned. The get-up of this publication has been much 
 admired. 
 
bl 
 
 m 
 
 u 
 
 m 
 
 cr 
 
 bl 
 DC 
 O 
 
 z 
 
 kl 
 DC 
 O 
 
 m 
 
Ill 
 
 K 
 
 Z 
 <t 
 tr 
 o 
 
 bl 
 Id 
 
 a 
 o 
 
 D 
 S 
 
SYDNEY TECHNOLOGICAL MUSEUM. 
 
 RESEARCH WORK. 
 
 249 
 
 As showing the line of Economic and Scientific Research carried out by the Technological 
 Museum, the following are the titles of some of the original works published during the last 
 ten years : 
 
 ON A NEW GENUS OF THE NATURAL ORDER MYRTACE,E. PrOC. Linn. SoC. N.S.W., 
 
 Vol. XIII, 2nd series. Nov. 1898. 
 ON MYRTICOLORIN, THE YELLOW DYE MATERIAL OF EUCALYPTUS LEAVES. Trans. Chem. 
 
 Soc. 1898. 
 ON TWO NEW SPECIES OF CASUARiNA. Proc. Linn. Soc. N.S.W., Vol. XIV, 2nd series. 
 
 Oct. 1899. 
 ON A NEW APOCYNACEOUS PLANT YIELDING LARGE EDIBLE TUBERS. Proc. Linn. Soc. 
 
 N.S.W., Vol. XIV, 2nd series. July, 1899. 
 ON THE DARWINIAS OF PORT JACKSON AND THEIR ESSENTIAL OILS. Proc. Roy. Soc. 
 
 N.S.W. November, 1899. 
 ON A EUCALYPTUS OIL CONTAINING 60 PER CENT. OF GERANYL-ACETATE. Proc. Roy. 
 
 Soc. N.S.W. November, 1900. 
 ON A NEW AROMATIC ALDEHYDE OCCURRING IN EUCALYPTUS OILS. Proc. Roy. Soc. 
 
 N.S.W. December, 1900. (&.; BMT.J 
 
 TECHNOLOGICAL MUSEUM EXHIBITS, NEW ZEALAND INTERNATIONAL EXHIBITION, 1906 
 R 
 
250 
 
 TECHNICAL EDUCATION. 
 
 TECHNOLOGICAL MUSEUM EXHIBITS, NEW ZEALAND INTERNATIONAL EXHIBITION, 1906. 
 
 ON A NEW SPECIES OF ANGOPHORA. Proc. Linn. Soc. N.S.W. April, 1900. 
 ON OUR FORESTS AND THEIR COMMERCIAL POSSIBILITIES. Read before the Timber and 
 Forestry Laws Conference held in Sydney, October, 1900. 
 
 ON THE RELATION BETWEEN LEAF VENATION, AND THE PRESENCE OF CERTAIN CHEMICAL 
 
 CONSTITUENTS IN THE OILS OF THE EucALYPTS. Proc. Roy. Soc. N.S.W. October, 
 
 I9OI. 
 
 ON A NEW SPECIES OF DiSTOMUM, FROM THE PLATYPUS. Proc. Linn. Soc. N.S.W. July, 
 1901. 
 
 A RESEARCH ON THE EUCALYPTS, ESPECIALLY IN REGARD TO THEIR ESSENTIAL OlLS.. 
 
 Royl. 4to (12 x 10, 300 pp. 46 pits). 1902. 
 
 ON A NEW SPECIES OF DISTOMUM FROM SAWFISH SHARK. Proc, Linn. Soc. N.S.W. July, 
 1902. 
 
 ON A NEW SPECIES OF SYMPLOCOS FROM N.S.W. Proc. Linn. Soc. N.S.W. November, 
 1902. 
 
 ALUMINIUM THE CHIEF INORGANIC ELEMENT IN A PROTEACEOUS TREE, AND THE OCCUR- 
 RENCE OF ALUMINIUM SUCCINATE IN TREES OF THIS SPECIES. (One Plate.) Proc. Roy. 
 
 Soc. N.S.W. July, 1903. (Continued over.^ 
 
SYDNEY TECHNOLOGICAL MUSEUM. 
 
 251 
 
 ON A NEW SPECIES OF CALLixRis FROM N.S.W. Proc. Linn. Soc. N.S.W. November, 1903. 
 ON EUCALYPTUS KINDS, THEIR VALUE FOR TINCTURES, AND THE NON-GELATINIZATION OF 
 
 THE PRODUCT OF CERTAIN SPECIES. PrOC. Roy. Soc., N.S.W. August, 1904. 
 ON THE ABSENCE OF GUM AND THE PRESENCE OF A NEW DlGLUCOSIDE IN THE KlNOS OF 
 
 THE EUCALYPTS. Proc. Roy. Soc. N.S.W. June, 1904. 
 ON SOME SPECIES OF HoLOSTOMio.E FROM AUSTRALIAN BIRDS. Proc. Linn. Soc., N.S.W. 
 
 April, 1904. 
 A NEW ACTINOTUS FROM EASTERN AUSTRALIA. Proc. Linn. Soc. N.S.W. June, 1905. 
 
 THE REFRACTIVE INDICES, WITH OTHER DATA, OF THE OlLS OF Il8 SPECIES OF EUCALYPTUS. 
 
 Proc. Roy. Soc. N.S.W. August, 1905. 
 
 AN INVESTIGATION ON THE BARKS OF FOUR WEST AUSTRALIAN SPECIES OF EUCALYPTUS. 
 
 Journ. of Agriculture, West Australia, April, 1905. 
 
 ON THE OCCURRENCE OF CALCIUM OxALATE IN THE BARKS OF THE EUCALYPTS. PrOC. Roy. 
 
 Soc. N.S.W. May, 1905. 
 
 SOME WEST AUSTRALIAN EUCALYPTS AND THEIR ESSENTIAL OILS. Pharm. Journ., London. 
 September, 1905. 
 
 ON AN UNDESCRIBED SPECIES OF LEPTOSPERMUM AND ITS ESSENTIAL OlL. PrOC. Roy. 
 
 Soc. N.S.W. December, 1905. 
 
 AN UNDESCRIBED CRYPTOCARYA FROM EASTERN AUSTRALIA. PrOC. Linn. Soc. N.S.W., 
 
 December, 1905. 
 EUCALYPTUS STAIGERIANA THE " LEMON-SCENTED IRONBARK " AND ITS ESSENTIAL OIL. 
 
 Pharm. Journ., London. March, 1906. 
 THE AUSTRALIAN MELALEUCAS AND THEIR ESSENTIAL OILS. Part I. Proc. Roy. Soc. 
 
 N.S.W. August, 1906. 
 
 (Continued over.) 
 
 
 TIMBER COURTS. 
 
252 
 
 TECHNICAL EDUCATION. 
 
 VlTIS OPACA AND A CHEMICAL INVESTIGATION *'OF ITS ENLARGED ROOTSTOCK (TUBER). 
 
 Two Plates. Proc. Roy. Soc. N.S.W. August, 1906. 
 
 CONTRIBUTION TO A KNOWLEDGE OF THE AUSTRALIAN FLORA. Part V. Proc. Linn. 
 Soc. N.S.W. November, 1906. 
 
 PROBABLE USES OF EUCALYPTUS OIL CONSTITUENTS IN DENTISTRY. Read at the Aus- 
 tralasian Dental Congress, held in Sydney, 1907. 
 
 ON THE VALIDITY OF SPECIFIC RANK OF CALLiTRis MoRRisoNi. Read before the Roy. Soc. 
 of Victoria. November, 1907. 
 
 THE AUSTRALIAN MELALEUCAS AND THEIR ESSENTIAL OILS. Part II. Proc. Roy. Soc. 
 N.S.W. 1907. 
 
 ON A NEW SPECIES OF ARDisiA FROM N.S.W. Proc. Linn. Soc. N.S.W. 
 
 THE AUSTRALIAN FLORA IN APPLIED ART. This is the title of a Presidential address given 
 before the Australian Flora Society. 
 
 NEW SOUTH WALES TIMBERS SUITABLE FOR COACHBUILDING. Read before the Austra- 
 lasian Coach and Carnage Builders' Association at 'the Sydney Congress, 1908. 
 
 BUILDING AND ORNAMENTAL STONES OF NEW SOUTH WALES. (24 pp. 56 plates 24 in 
 colour.) 1908. 
 
 THE SEDIMENTARY ROCKS OF THE LOWER SHOALHAVEN RIVER. Proc. Roy. Soc. N.S.W., 
 1908. 
 
 INDIARUBBER FROM THE EUCALYPTS, Proc. Roy. Soc., N.S.W., 1908. 
 
 PINES OF AUSTRALIA. Part I. 19 plates. Proc. Roy. Soc., N.S.W., 1908. 
 
 TIMBER COURT. 
 
 [Furniture made from N.S.W. timbers.] 
 
SYDNEY TECHNOLOGICAL MUSEUM. 
 
 253 
 
 The Museum which has an entrance from the Technical College Grounds as well as by 
 the main entrance in Harris-street is divided into three main floors, the ground floor being 
 devoted to the display of specimens relating to the Mineral Kingdom, the first floor to those 
 of the Botanical Kingdom, and those on the second floor to the Animal Kingdom. 
 
 POLISHED COLUMNS OF N.S.W. BUILDING-STONES. 
 
2 54 
 
 TECHNICAL EDUCATION. 
 
 SYNOPSIS OF EXHIBITS. 
 
 (A) MINERAL KINGDOM. 
 
 The ground floor is devoted to economic geology, together with metallurgy, art metal- 
 work, and casts in plaster of various objects of applied art. In the south end of this floor are 
 placed the greater portion of the heavy iron and steel specimens, illustrating both in size and 
 quality the material required for various works, and there will also be found the ores of 
 iron and iron minerals. Models of furnaces used in the manufacture of iron and steel are also 
 shown in this bay. In the next are various models of engineering work and machinery. In 
 the bay opposite is a complete set of tested specimens of the principal materials used in building 
 and machine construction. Here are also sets illustrating all the stages in the manufacture 
 
 ART METAL-WORK COU3T. 
 
 of various steel goods. The next bay is devoted to art and metal work, grouped as far as possible, 
 to represent the production of various countries. Bay 2 is devoted to fictiles, or reproductions 
 in plaster of various art objects. The next bay is devoted to the display of sets illustrating 
 the material and processes employed in the manufacture of glass and pottery. Passing east- 
 
SYDNEY TECHNOLOGICAL MUSEUM. 
 
 255 
 
 wards are two bays which are devoted principally to models and furnaces used in the manu- 
 facture of pottery and bricks. The next -bay is devoted to porcelain where are exhibited in 
 special cases, specimens of some of the world's famous ceramics, Cauldon, Doulton, Royal 
 Worcester, and Vienna being well represented. In several cases are displayed samples of old 
 china, both English and Continental. In the field of ceramic industry little, or not much, has 
 been attempted in the past as far as Australia is concerned, although historically it might be 
 said to date back a long way, for it is now known that Sir Joseph Banks when here with 
 Captain Cook collected a specimen of clay and submitted it to that prince of potters, Josiah 
 
 CERAMICS COURT. 
 
 Wedgwood, who made a medallion from it, and stamped upon it Virgil's words, "Sic Fortis 
 Etruria Crevit," thus expressing a hope that Australia would grow strong in ceramics like 
 Etruria. The deposits of kaolin distributed throughout the State have not yet been seriously 
 worked; but when modern appliances and methods are brought to bear, and our clays are treated 
 in a scientific way, such as obtains in Europe, there seems no reason why just as satisfactory 
 results should not be obtained here. Bay 17 contains some beautiful specimens of New South 
 Wales building and ornamental stones, the collection including numerous large columns of 
 
256 
 
 TECHNICAL EDUCATION. 
 
 polished marbles, mantelpieces and granites. Bay No. 16 is devoted to the exhibition of 
 specimens illustrating phenomenal geology, &c., for teaching purposes. Bay No. 15 is devoted 
 to rocks, consisting of specimens of sandstone, limestone, granite, diorite, dolerite, &c. The 
 side of the ground floor nearest to the Technical College is devoted principally to mineralogy. 
 Foreign marbles, granites, serpentines, &c., decorate the ground floor. 
 
 WOOL COURTS. 
 
 (B) BOTANICAL KINGDOM. 
 
 On the first floor are grouped in their respective courts or bays the economic products 
 of the vegetable kingdom, and also in juxtaposition, models, diagrams, and agricultural appli- 
 ances. The number of bays is twenty-two, and eight of these contain timber specimens from 
 all parts of the world, more especially from New South Wales. In bay i and 2 are displayed 
 samples of locally made as well as foreign historical furniture. Bay 10 is set apart for illustrat- 
 ing the Australian Flora in applied arts. Fourteen cases in Bay 12 are crowded with specimens 
 of hemp, jute, flax, sisal, ramie, esparto, and a multitude of other vegetable fibres. Wattle barks 
 form the chief feature of bay n. In bay 13 are models of wine-making apparatus used in the 
 south of Europe, and other agricultural implements. Bay 14 contains cases of pulses, maize, 
 wheat, and other cereals. Bay 15 contains starches, spices, and condiments, narcotic beverages, 
 and Australian native foods. Bay 16 is devoted to seeds and fruits of Australian plants. Bay 
 17 contains cases of carpological specimens. Bay 18 contains perfumes, fixed and essential 
 oils, and in the centre of the floor will be found cases in which are exhibited essential oils and 
 camphors from material indigenous to Australia, which have been obtained by, and investigated 
 in the Museum, 
 
SYDNEY TECHNOLOGICAL MUSEUM. 
 
 257 
 
 (C) ANIMAL KINGDOM. 
 
 The wool section is one of the most important features of the Museum, and embraces 
 an extensive collection of i epresentative wools from almost every country. The collection 
 arranged in 8 courts, contains 9,000 specimens of raw wool from the classic stud rams and ewes, 
 flock sheep, and wools in ail stages of manufacture. 
 
 Bay 9 on the second floor contains a collection of hides and furs. Bay 10 contains further 
 mammalian products in the shape of articles made from bone, hair, bristles, &c. In bay n is 
 a fine collection of plumes, feathers, and other ornithological products. Bay 12 is the fisheries 
 court, the most conspicuous feature in it being a collection of models of food fishes of New South 
 Wales. Bay ij is devoted to insect products, being almost filled with silk (in many varieties 
 and stages), galls and woodborers. Bay 14 also contains insects, and the products of all the 
 lower invertebrates, including a fine set of appliances used in connection with bees and bee- 
 keeping. 
 
 MODELS OF EDIBLE FISHES OF NEW SOUTH WALES. 
 
 [Painted in Natural Colours.] 
 
 (D) MISCELLANEOUS. 
 
 At the entrance bay is a collection of models of ships, boats, &c., illustrating naval archi- 
 tecture in its various branches. Bay 15 contains sanitary appliances. Bays 16 and 17 school 
 furniture and appliances. Bay 19 contains models of machinery and examples of architecture, 
 Bay 20 contains interesting models of flying machines, weapons of war, musical instruments. 
 
 From the inspection of the exhibits collected from other countries as well as from Australia 
 it will be seen that in raw products New South Wales compares most favourably, and that in 
 special directions it more than holds its own. 
 
 At the late exhibition at Christchurch, New Zealand, the Museum prepared extensive 
 collections of Australian raw products. For this display the highest praise was given, and no 
 less than FIVE GOLD MEDALS WITH CERTIFICATES were awarded to this institution. 
 
 At the late Franco-English Exhibition in London, there were displayed even a more 
 extensive collection of the State's Natural Products, and for which display the Museum was 
 awarded the GRAND PRIX AND OTHER TESTIMONIALS, 
 
2 5 8 
 
 TECHNICAL EDUCATION. 
 
 In this latter connection Messrs. T. A. Coghlan, J. Barling, and J. Davis, Commissioners 
 in London at this Exhibition, in their report on the New South Wales Exhibits, after referring 
 in detail to the Museum collections, conclude as follows : 
 
 " The collection of exhibits sent by the Technological Museum comprised building 
 stones, marbles, and granites dressed for various purposes, illustrations of the use of 
 local stone, granite, and marble in public buildings and works, models of fish, natural 
 pigments, essential oils, and a vast assortment of timbers in the rough and polished, 
 as well as numerous articles made up to demonstrate the uses to which our timbers could 
 be successfully put. The whole exhibit occupied a floor space of 500 square feet, as 
 well as a very considerable wall space. It was, indeed, most creditable to the Curator 
 of the Technological Museum and his Staff. It comprised one of the very finest displays, 
 not only in the Australian Court, but in the whole Exhibition, and was a constant source 
 of interest to visitors of all nationalities. The Commissioners feel that they are only 
 doing bare justice to the Curator of the Technological Museum when they express their 
 deepest appreciation of the excellent service he has rendered to the State in preparing 
 so creditable an exhibit." 
 
 Besides the work previously enumerated as undertaken by the Museum, it may be 
 mentioned that considerable assistance is rendered day by day to the commercial world of New 
 South Wales and neighbouring States on the development of our natural resources and other 
 materials of commerce, and in this connection hundreds of reports are sent out annually. 
 
 Extensive collections of specimens of natural history and economic products are distributed 
 among the Public Schools of the State, besides the naming and classifying of thousands of 
 specimens belonging to the schools themselves. 
 
 In addition to the Central Museum, there are local Museums at Bathurst, Goulburn. 
 Newcastle, West Maitland, Albury, and Broken Hill. 
 
 STAFF OF TECHNOLOGICAL MUSEUM. 
 
 Heading from left to riu'ht- 
 
 Front rmr (rifting) : Mr. Bever, Clerical Staff ; Mr. Smith, Assistant Curator ; Mr. Baker, Curator ; Mr. Connellv, 
 
 Clerical Staff. 
 
 Rack row: Mr. Barnes, Attendant; Mrs. Jenkins, Caretaker; Mr. Holloway, Attendant; Mr. Still, Carpenter; 
 Mr. Waring, Watchman ; Mr. Sleeman, Attendant ; Mr. Rutherford, Carpenter ; Mr. Boardman, 
 Printer; Mr. Cannon, Attendant. 
 
 The following were unavoidably absent : V. II. Taylor, Zoologist C. , Laseron, Collector ; C. Toms, Artist ; 
 M. P. Hansen, Attendant ; V, Roberts, Attendant 
 
259 
 
 Administrative Branch. 
 
 (By GEORGE HOOPER, Assistant Superintendent.) 
 
 THE administration connected with the Central College, Country Colleges, Suburban and 
 Country Technical Schools, is undertaken at the offices of the Sydney Technical College, and is 
 under the personal supervision and direction of the Registrar, Mr. A. E. Hibble. 
 
 It is essential that there should be a centre of communication, and at present the 
 administrative work is carried on under somewhat disadvantageous circumstances, inasmuch 
 as the provision made for this important section has become altogether inadequate to meet 
 the requirements. 
 
 The want of office accommodation is sadly felt, and the occupation of rooms in different 
 parts of the building causes considerable inconvenience. Although the officers work under 
 difficulties, they are looking forward to the time when they will occupy a modern block of 
 buildings specially erected for their work. 
 
 It must be recognised that to deal expeditiously with the business, necessary facilities 
 are essential, but as these are not available, the best is done to overcome the difficulties. 
 
 It must be borne in mind that there are no less than 113 branches, and the Central 
 Collegers kept in touch with them by a regular system of correspondence. A report is furnished 
 by the teacher in charge every week. The subjects brought under notice are important and 
 varied. At certain periods of the year the communications emanating from the administrative 
 
 STAFF OF THE ADMINISTRATIVE BRANCH. 
 
 Heading from left to right 
 
 Front Row: Mr. Murray, Modeller ; Mr. Hayes, Clerk; Mr. Bailey, Charge of Inquiry Office ; Mr. Hibble, Registrar; Mr. Forbes, 
 Charge of Correspondence ; Mr. Pass, Charge of Examination and Statistics ; Mr. Clarke, Clerk ; Miss Goodere, Librarian. 
 
 Second Row Mrs. Wilkinson ; Mr. Brown, Assistant Carpenter ; Mr. White, Acting Head Caretaker ; Mr. Grummit, Head Caretaker ; 
 Mr. Meredith, Caretaker ; Mr. Shambler College Carpenter ; Miss Brown, Caretaker ; Mr. Wilkie, Carpenter. 
 
 Third Row Mr. V. Tujrwell, Clerk ; Mr. Bourke, Telephone Attendant ; Mr. Kedshaw, Clerk ; Mr. Heness, Assistant Operator ; 
 Mr. Tremain, Operator; Mr. Leggett, Assistant Operator; Mr. Gant, Assistant .Modeller; Mr. Adams, Modeller's 
 Assistant ; Mr. Lewis, Caretaker. 
 
 On Fluor Master Banwell, Messenger ; Master Lloyd, Attendant ; Master Dexter, Junior Clerk ; Master Gant, Library Assistant, 
 
2 6o TECHNICAL EDUCATION. 
 
 centre to the Branch Schools and Colleges number some hundreds each week, and to expedite 
 business special work is apportioned to certain officers. By this means urgent and important 
 matters are promptly dealt with, so that no delay occurs. 
 
 Each month brings its own particular work in addition to the regular routine business. 
 Necessarily therefore the demands on the clerical staff are great. 
 
 Notwithstanding the periodical rushes, no pains are spared by the officers to keep pace 
 and to deal expeditiously with the work. 
 
 The three principal sections are (i) Correspondence, (2) Inquiries, (3) Examination and 
 Statistical, and (4) Library. Each of these is under a responsible officer. 
 
 (1) The Correspondence Branch is an extremely busy one, and is under the supervision 
 of Mr. E. Forbes, who has been connected with the Technical Branch for nearly five years. He 
 has associated with him Messrs. W. F. Hayes, A. E. Clarke, and J. Dexter. The communi- 
 cations embrace numerous subjects, and these when dissected are relegated to the officer who 
 deals with them. Important documents are registered for future reference, and a complete and 
 comprehensive method of filing papers is in use. This branch is daily growing in importance, 
 and last year no less than 6,785 letters were despatched in addition to several hundred circular 
 memoranda. There were also many other less important letters received which were readily 
 answered by supplying printed matter. Such were not included in the number of letters 
 despatched. The typewriters and copying machines in use are of the latest types. Unfor- 
 tunately the officers in this branch work under difficulties, as the temporary room which does 
 duty for an office is unsuitable. Under the circumstances they do well. 
 
 (2) The Inquiry Office, in charge of Mr. A. B. Bailey, is well known. In addition to 
 answering innumerable questions regarding the classes, students' fees are received and receipts 
 for same issued forthwith. To meet the convenience of the students and the general public, 
 this office is open from 9 a.m. to 8 p.m. each day of the week, Saturday excepted, when it is 
 closed at noon. During the first two weeks of each term the closing hour is extended, as it 
 is found impossible to attend to the large number of students who desire to pay fees in the 
 regular official hours. Matters relating to expenditure and class requirements are also dealt 
 with. In fact the " Inquiry Office " is the bureau of information. It occupies a prominent 
 position in the main entrance of the College. Mr. Bailey has been in charge of this office for 
 over five years. He is assisted by Messrs. F. W. Tugwell and S. Redshaw. 
 
 (3) Another feature of the work is that placed under the charge of Mr. Pass, who has been 
 associated with the College for over 22 years. Those who have an intimate knowledge of exam- 
 inations and preparation of statistics will readily appreciate that the quantity of papers passing 
 through his hands is extremely great. Since the introduction of term examinations the work 
 in this department has been trebled, but notwithstanding that, the system has worked smoothly 
 and given satisfaction. The fee ledgers, examination records, and other matters which are 
 essential for the compilations, are under the care of Mr. W. B. Pass. 
 
 (4) The Reference Library contains over 5,500 volumes of scientific, architectural, art, 
 and technical works. Trade journals, proceedings of societies, and magazines issued in the 
 interests of the students following professions and trades, are regularly supplied. 
 
 Each year a special sum of money is set apart for the purchase of new technical publi- 
 cations, and the latest text-books. Serial, scientific and trades literature is made a special 
 feature. The periodicals and magazines, &c., are bound each year, and added to the existing 
 fine series. 
 
 Good use is made of the fine collection of works, specially by those students who are unable 
 to reach their homes between the hour of leaving work and commencing their classes. 
 
 Miss F. Goodere has been Librarian for six years, during which time over 1,500 books 
 have been added to the library. 
 
 The library is open for the benefit of teachers and students, from 9 a.m. to 9 p.m. daily, 
 Saturday excepted, when it is closed at noon. 
 
 In the country centres it has been found necessary to appoint a committee of prominent 
 residents, one of whom acts as the Honorary Secretary. The requirements of the locality, 
 progress of such classes as may be established, and matters concerning future prospects of 
 technical education are communicated to the central office. By such channels, these outlying 
 branches are kept in constant touch with the Administrating Officer, who is in possession of the 
 
ADMINISTRATIVE BRANCH. 261 
 
 minutest details of the classes. This feature of the work has added considerably to the mass 
 of daily correspondence, but the method of dealing with far distant classes has proved exceed- 
 ingly beneficial. 
 
 The local interest is thus quickened and sustained. Another point in favour of a local 
 representative is that the residents can obtain information regarding the operations of the branch 
 at once. Very often delay occurs when the post has to be resorted to for all sorts of minor 
 inquiries, and this is obviated by the appointment of an energetic Honorary Secretary. 
 
 Thus are briefly indicated the general procedure for dealing with the daily routine 
 business of the administrative branch. The staff work very harmoniously together, and are 
 ready at all times to meet emergencies. But for their loyal co-operation it would not be 
 possible to carry on the work which is developing so rapidly. The undermentioned figures 
 will convey some idea of the progress of technical education during the past few years : 
 
 ENROLMENTS. 
 
 1895. 1905. ignS. 
 
 Sydney Technical College 3,458 5,605 7,320 
 
 Suburban Classes ... ... ... ... ... 550 712 1,352 
 
 Country Classes 2,252 4,030 6,413 
 
 Classes connected with Public Schools 81 i 4,508 2,392 
 
 Totals 7,071 14,855 17,477 
 
 Another phase of administration is the arrangement made for the supply of materials 
 for class requirements. There are no less than thirty-five Technical Art classes established 
 throughout this State. 
 
 The casts and other appliances needed are considerable. To meet these needs an expert 
 modelling and casting staff is engaged at the Central College under Mr. A. Murray, who has 
 with him Mr. W. Gant, a skilled mechanic and a product of the modelling classes ; also, Messrs. 
 T. Adams and F. Punter. These are being trained by Mr. Murray. In this workshop all 
 kinds of plaster casts from the most elementary, to the advanced art subjects are undertaken. 
 Special courses of models for freehand and model drawing were modelled by Mr. Nelson Illing- 
 worth, the well known sculptor, and were prepared in this branch, under the direction of 
 Mr. J. R. Wright, Lecturer in Art, and these are supplied to all technical art classes. Mr. Murray 
 has been associated with this department for over twenty years, and when it is borne in mind 
 that all the classes have been supplied with art subjects, it will be understood that some thou- 
 sands of plaster models have been sent out by the modeller and his staff. Applications are 
 also regularly received from Queensland, Hobart, New Zealand, &c., for casts, and each year 
 special subjects are ordered for the annual examinations in the sister States. 
 
 For many years the lecturers and teachers have illustrated their lectures by means of 
 the lantern. With such a large teaching staff the slides used number thousands. Mr. J. W. 
 Tremain, the College operator, has this section under his charge. He is an expert photographer 
 and maker of lantern slides. Lecturers and teachers submit on a special form, what slides 
 they require, and the requisitions receive consideration. These are taken in order of applica- 
 tion (with the exception of urgent ones) and the slides are prepared. In addition to this, 
 Mr. Tremain is responsible for the upkeep and proper record of the apparatus throughout the 
 College. He has also attached to his staff Messrs. W. Leggett and C. Moir. The former was 
 educated and trained at the Goulburn Technical College and was transferred to the Central 
 College because of his special aptitude for lantern work. In addition to other duties the operator, 
 or his assistant, attends at night and manipulates the lantern for the lecturers. Since the 
 introduction of the cinematograph this instrument has been introduced to the College as an 
 aid to teaching. Mr. Tremain occasionally accompanies the Superintendent, as operator, on his 
 country lecturing tours. 
 
 Public School teachers are permitted to borrow lantern slides as aids to teaching, and 
 many take advantage of the privilege. The Railway Commissioners have allowed slides to be 
 transmitted to and from the College free of charge. Teachers also bring their elder scholars 
 and special lectures are given in the College Lecture Hall by either a College lecturer or a 
 teacher. 
 
262 TECHNICAL EDUCATION. 
 
 It should be added that most of the illustrations 'and portraits in this monograph are 
 from daylight and flashlight photographs taken by Mr. Tremain. 
 
 The numerous changes consequent upon alterations, and additions to the premises, give 
 ample scope for the services of a sign-writer and painter. Moreover, the number of diagrams, 
 photographs, and other illustrations needed by the teachers, is assuming large proportions, so 
 that the constant applications for such work demanded an appointment. Mr. I. G. Heness, 
 although at present designated assistant operator, was appointed to undertake this work under 
 the joint guidance of Mr. C. Toms, assistant in the Decorative Art Department, and Mr. C. 
 Shambler, the College carpenter. The advantage of having an officer who can carry out such 
 a variety of work, including staining, varnishing, French-polishing, and general painting, is 
 apparent, and a wide field of usefulness is open to him. Mr. Heness is doing good service, and 
 the teachers are appreciating his assistance. 
 
 One of the best known officers is Mr. C. Shambler. the College carpenter. The official 
 designation does not, however, rightly interpret the varied .duties which he is called upon to 
 perform. When lecturers or teachers require a special piece of apparatus to illustrate some 
 complicated experiment, the services of Mr. Shambler are always readily available. His long 
 association with the College, and the numerous calls he receives, have made him an officer of 
 repute. The constant extensions of the classes, and the many alterations which are con- 
 tinually going on, keep him more than fully occupied. For several years Mr. Shambler acted 
 as assistant teacher of carpentry at the evening classes, but the night work in addition to his 
 daily duty proved too much, his health suffered, and he was, -therefore, compelled to relinquish 
 the teaching. Mr. Shambler has an excellent lieutenant in Mr. A. H. Brown. For seven years 
 he has been a fellow workman, and shared the arduous labours of his chief. Mr. Brown is 
 also engaged as an assistant teacher of the carpentry night classes. The services of these 
 officers, especially during exhibition times, are in great demand, and they are always willing 
 to meet emergencies. 
 
 The care and cleanliness of the buildings cause no little anxiety. Situated as the premises 
 are amidst an industrial centre, the dust is always a source of trouble. For many years a staff 
 of cleaners and caretakers has been under the charge of Mr. James Grummitt, who was taken 
 over from the School of Arts, when the Technical College was placed under the control of the 
 Board of Technical Education. After twenty-five years' service Mr. Grummitt has been granted 
 leave of absence prior to his retirement from the position of Head Caretaker. During these 
 years of faithful service Mr. Grummitt was equal to the demands made upon him, and also 
 ready to work night and day for the institution with which he was connected so many years. 
 Mr. E. F. White is now acting head-caretaker, and has Messrs. F. Meredith, W. Wilson, A. Lewis, 
 and Miss Brown, Mrs. Teare, and Mrs. Wilkinson as his assistants. The numerous rooms, 
 laboratories and workshops necessitate constant cleaning, and it has been found necessary 
 to have sufficient attendants to enable the whole of the buildings to be cleaned thoroughly 
 every day. At regular intervals the floors are scrubbed and disinfected, and every reasonable 
 precaution is taken to keep the premises in a cleanly condition. This entails heavy work upon 
 the staff, but Mr. White is well supported in his efforts by those associated with him, and they 
 do their best to maintain the good reputation of the College. The caretakers are also responsible 
 for the lighting up and turning out of the gas. 
 
 When defects in the gaslight are seen, the matter is made known to Mr. W. Nelson, the teacher 
 of plumbing, who very quickly arranges with the College plumbers to make good any deficiency. 
 The gas and water services of the College and suburban schools are also under the care of Mr. 
 Nelson, and the necessary repairs and extensions are carried out under his direction by the 
 College plumbers, Messrs. W. Patino and D. Auld, who are members of the College staff, and 
 are also assistant teachers of plumbing; the whole of these officers being under the general 
 supervision of Mr. Bruce, the lecturer-in-charge of the Department of Sanitation, which includes 
 the plumbing classes. 
 
 Gradually the electric light is being installed throughout the College, under the direction 
 of Mr. R. Simpson, lecturer-in-charge of the Electrical Engineering Department. Mr. G. B. 
 Hill's special duties are those connected with the electric lighting plant, and he is responsible 
 for its nightly working. The workshops, and a portion of the main building have been provided 
 with electric lights, and this installation necessitates Mr. Hill's attendance nightly. 
 
263 
 
 Separate Classes. 
 
 BOOTMAKING SCHOOL, ERSKINEVILLE. 
 
 By H. LEWIS, Teacher of Class. 
 
 ESTABLISHED under the regime of Mr. Knibbs in 1906, these classes have been found to provide 
 a long-felt want for the technical education of the worker in the Shoe Trade. 
 
 The scheme was not, however, complete till March, 1908, when the installation of 
 machinery made it possible to teach the whole of the branches of modern shoe-making. 
 
 This installation was made the occasion for a visit to the School by the Hon. J. A. Hogue 
 and Mr. Hollis, M.L.A., and speeches were made by these gentlemen and the Superintendent, 
 Mr. Turner, which marked the development of Boot Trade Education in Australia. 
 
 ... 
 
 BOOTMAKING SCHOOL, ERSKINEVILLE. 
 
 Exterior View. 
 
264 TECHNICAL EDUCATION. 
 
 ACCOMMODATION AND EQUIPMENT. 
 
 The building (situated opposite Erskineville Railway Station) is a fine two-storied 
 structure, about 50 ft. x 30 ft., specially designed, with all conveniences for a model shoe factory 
 
 The power provided is a 6 h.-p. gas engine. The machinery installed by the United 
 Shoe Machinery Co. of America, is of the latest and most up-to-date pattern. 
 
 BOOTMAKING DLASSl. PATTERN-CUTTING AND CL1CKIN3 ROOM. 
 
 The upper floor is fitted up as a lecture-room, and tables for the pattern-cutting and 
 clicking rooms. In the picture are shown the students engaged designing and cutting paper 
 patterns to the lasts provided. There is also to be found here the pattern shears for cutting 
 the iron patterns used in the factory; also skiving and folding machines for producing a finish 
 to the shoe upper. 
 
 On the ground floor is seen the making and finishing machinery eighteen machines 
 being provided, giving some idoa of the detail and subdivision of the present-day shoe factory. 
 
 There are rapid-action presses for cutting out the soles ; rolling and splitting machines 
 to ensure an even substance of leather, stitching machines of several descriptions, capable of 
 doing the work equal to the very best hand-sewing, but with a regularity and accuracy hitherto 
 unapproached. 
 
SEPARATE CLASSES. 
 
 265 
 
 In the view a corner only of this room is shown, but includes the hand-lasting machine 
 in the foreground. The heeling machine is also shown, which makes and secures the heel to 
 the boot in a lightning fashion as its name signifies. The slugging machine rivets on the top- 
 
 BOOTMAKING CLASS: THE MACHINE ROOM. 
 
 pieces of the heel. The heel and sole trimming machines are marvels of ingenuity, revolving 
 some thousands of times a minute, and carrying circular cutters and a fan to take away all dust. 
 The edge-cutting and bottom-buffing machines with revolving pads and brushes make this an 
 exceedingly interesting hive of industry, and completes the finish of the shoe. 
 
 TEACHING. 
 
 The course consists of two-years' instruction for each class. These classes number five, 
 and are designated : (i) Pattern-cutting, (2) Clicking, (3) Blake Machine, (4) Goodyear Welted, 
 (5) Finishing. 
 
 The making of the modern shoe calls for much technical knowledge and intelligent 
 application, and the trade is full of opportunities for young men of ability who are anxious 
 to advance themselves. 
 
 The opportunity which rarely comes in the factory is provided, viz., to obtain technical 
 knowledge of every operation and the principle involved. 
 
 The syllabus is modelled on the lines of the City and Guilds of London Institute, and 
 Mr. T. Y. Golding's work on the Manufacture of Shoes is taken as a text-book in the pattern- 
 cutting and theoretical teaching. 
 
 S 
 
266 
 
 TECHNICAL EDUCATION. 
 
 SUPPORT BY MANUFACTURERS. 
 
 The classes are receiving the thorough support of the Manufacturers' Association, and 
 many are'providing work for the practical operations of the machines. Work is also provided 
 by the Government in the form of boots for the Police Department, which are made by the 
 students. 
 
 ENROLMENTS. 
 
 Average for last year (three terms) : Pattern-cutting, 17 ; Clicking, 17 ; Blake, 13 ; 
 Goodyear, 18; Finishing, 7; total enrolment, 72. 
 
 SADDLERY CLASS. 
 
 By MR. F. J. ANDREW, Teacher of Class. 
 
 THE course of instruction in Saddlery and Harness-making is specially adapted to impart to 
 Improvers and Apprentices a thorough and practical insight of their work. 
 
 A technical knowledge of the nature of the materials used and practical demonstration 
 of how to apply them to advantage in the manufacture of the various articles required. 
 
 How to measure and fit a horse with saddle, harness, collar, or boot, as the case may 
 be, are all matters which receive special attention. 
 
 The names of tools and their use, and how to keep them in good order. 
 
 Exercises in bridle cutting and strapping. 
 
 Harness-making (light or heavy), carriage pads, buggy saddles, pipe loop creasing, &c. 
 
 Saddle-making stock, side, jockey, &c. 
 
 Counterlining and repairing. 
 
 General cutting, pattern cutting, &c. 
 
 Lectures on general trade topics at intervals. 
 
 PROGRAMME OF CLASSES AT ERSKINEVILLE TECHNICAL SCHOOL, 
 
 TECHNICAL BOOT-MAKING SCHOOL (near Railway Station) H. Lewis, Teacher Pattern-cutting and clicking, 
 Tuesday and Thursday, 7.30 to 9 p.m. Other Classes will be formed if sufficient students apply. 
 
 DRESSMAKING Miss Blake, Wednesday, 7 to 9 p.m., Friday, 4 to 6 p.m. Fees, 153. per term for one lesson, 
 253. for two lessons. 
 
 SADDLERY AND HARNESS MAKING F. J. Andrew, Monday, 7 to 9 p.m. 
 
 DR. CHAPMAN, 
 
 Lecturer in Breadmakini?. 
 
 BREADMAKING. 
 
 (By DR. CHAPMAN, Lecturer to Class.) 
 
 THE class in Breadmaking is conducted to give an account 
 of the chemical, physical, and biological principles which lie at 
 the basis of the art of making bread. The properties of flour, 
 bread, and their components serve to introduce the study of 
 simple chemical phenomena. The preparation and examination 
 of yeasts leads to the study of fermentation. The investigation 
 of moulds is made the foundation of elementary knowledge in 
 bacteriology. Reference is made to the physical properties of 
 gases, liquids, and solids. A short study of the physics of 
 heat is made from the use of the thermometer, and the 
 preparation of fluids of known temperature. The application 
 of these principles to the various stages in making bread is 
 pointed out, and stress is laid on those requirements which 
 pave the way to the preparation of a more perfect loaj. 
 
SEPARATE CLASSES. 267 
 
 COAL-MINING CLASSES. 
 
 JON. MAY, M.E., Teacher of Coal-mining, Southern District. 
 
 CLASSES for instruction in the Science and Art of Coal-mining were established under the 
 
 Technical Education Department of New South Wales in the Newcastle District in 1890, in the 
 
 Illawarra District in February, 1900, and later at Lithgow. The State Government, by this 
 
 means, placed within the reach of each boy and man engaged 
 
 in coal-mining an opportunity for acquiring a knowledge of 
 
 the scientific principles adapted to his particular work, thus 
 
 supplementing the training that goes to cultivate the powers. 
 
 guide the mind, and form the character, the goal of primary 
 
 education. 
 
 hi each populous centre, on a class in coal-mining being 
 established, the place of meeting is always arranged for the 
 convenience of the majority of the students, but this is almost 
 invariably a room of the village school, which, being easily lit 
 by a lamp, suspended from the ceiling, of the mammoth Miller 
 pattern, has forms, desks, and blackboards adapted for the 
 classwork. 
 
 The students (working miners) have often to travel a total 
 
 of 4 miles to and from their work, which after a hard day's 
 
 work at the coal- face entitles them to every consideration of MR MAY 
 
 comfort, or making the class convenient to their homes. The Teachoroeoo^-mtaing, southern Distriet 
 teacher goes to the class, not the class to the teacher. 
 
 In arranging their studies for home and classwork, it is generally kept in view that a 
 large majority have had to re-commence their education on joining the classes, and, therefore, 
 the class must supply most of the requirements of the ideal Continuation School. The object 
 of the classes being to give instruction in Mining and its associated sciences, those subjects 
 are carefully arranged and classified to cover the three terms into which the year is arranged. 
 The syllabus, arranged some fourteen years ago, and annually corrected as required, was 
 designed as a guide to the student's reading and home studies, as well as the work in the lecture- 
 room. In the various subjects included in Coal-mining and its associated sciences, there is 
 ample room for the teacher's discretion, in selecting just that phase of the different subjects 
 adapted to the student's or the classes' progress. Mining Geology, from the Devonian to the 
 Triassic, which includes the Permo-Carboniferous coalfields of New South Wales in general 
 physiographic and stratiographic outline, but particularly the local features characteristic of 
 the principal places of mining development, as Illawarra, Lithgow, Newcastle, or Maitland, 
 with the relative position of their workable seams. 
 
 Boring by hand or machinery, sinking by ordinary methods, or by compressed air, or by 
 the freezing process; the methods of laying out mines with the different modes of working 
 and ventilation; the effects of coal-dust on explosions, with the lighting of mines, or -the 
 explosives used in mining ; the transmission of power by compressed air, or electricity, hydraulic, 
 or other methods ; the capacity and resistance of airways, carrying the large volumes of air 
 in modern mining, or the capacity resistance, and insulation of electric cables carrying from 
 200 to 2,000 volts; winding machinery which occasionally approximates a mile per minute, 
 with fan machinery occasionally producing 600 tons of air per hour; the strength of ropes; 
 the design of engines or boilers. 
 
 Mine Surveying and Mensuration, by which the student is instructed to make his own 
 surveys of a branch line from his mine to the main railway; to compute the contents of its 
 cuttings, to lay out its curves to connect his surface boundary lines with the underground 
 workings ; to make a neat and accurate plan. 
 
 This general outline of the mode and extent of the instruction given in the Mining classes 
 applies to each mining centre Newcastle, Illawarra, and Lithgow for, with the exception 
 of Helensburgh and the new Balmain mine, the conditions and methods of working are practi- 
 cally identical in those districts 
 
268 TECHNICAL EDUCATION. 
 
 The miners who attend the classes at each centre are generally familiar with the modes 
 of mining practised in the other districts. 
 
 The students who principally take advantage of the opportunities offered, are generally 
 the mining officials as deputies, road-men, and those other miners who, from their intelligence, 
 energy, and force of character, supply the material for filling up the official positions. The 
 incentive offered to this higher type of miners has been vastly strengthened by the Mines 
 Act of 1896, making it compulsory for the manager and underground manager to hold certificates 
 of competency. 
 
 The following analysis of the subjects required for a first class certificate under the Coal 
 Mines Act, will indicate the subjects which the Mining Class must deal with, and the proportional 
 value attached to each : 
 
 Mining 25% Geology 8% 
 
 Ventilation... ... 15% Arithmetic... ... 8% 
 
 Applied Mechanics... ... ... uj% Mine Gases ... ... ... 5% 
 
 Coal Mines Act 10% 
 
 Surveying ... ... ... ... 9% Total ... ... ... 100 
 
 Electricity 8% 
 
 This is at once an indication of the subjects required to be taught by the Mining Classes, 
 and also a means of testing the success of the efforts by the Technical Education Department 
 to supply this want. 
 
 Of the 90 certificates of competency for colliery managers registered, 45 are held by 
 old students of the Mining Classes, while out of 140 certificates of competency as underground 
 managers registered, 62 are held by old students of the Mining Classes. This list is growing 
 yearly, and is keeping pace with the growth of the coal-mining industry. 
 
 Thus, the State of New South Wales faces the twentieth century with an annual output 
 of 9,000,000 tons from her coalfields, which are computed to contain 130 billion tons, and 
 does so in the full assurance that her storehouse of latent mechanical energy, when exploited, 
 shall not only be under the best safety and sanitary conditions for the workman, but that the 
 methods of working shall be on the lines laid down by the best science and practice of modern 
 coal-mining. 
 
 A list of old students of the Mining Classes to whom certificates of competency as managers 
 of mines have been granted under the Coal Mines Regulation Act of 1896 is herewith appended : 
 
 Arbuckle, R., Manager, Pelaw Main Colliery; Batey, G. W., Surveyor, Coledale Colliery; 
 Baxter, R., Manager, Gunnedah Colliery; Broadhead, M., Manager, Balmain ; Collins, V. B., 
 Teacher Coal-mining, Newcastle; Croudace, S., Manager, Durham Colliery; Davies, D., 
 Assistant Under-Manager, South Bulli Colliery; Douglas, J., Manager, Colliery; Durie, G., 
 Manager, Stockton Colliery; Durie, G., junior, Manager, Minmi Colliery; Durie, John, Manager, 
 Lithgow Colliery; Evans, M., Manager; Evans, John, Engineer, Pelaw Main Colliery; Gib- 
 son, R.. Under-Manager, Lithgow Colliery; Kenwood, J., Manager, Seaham Colliery; Hindley, 
 A., Under-Manager, Teralba Colliery; Hindmarsh, J. P., Collieries Inspector, Illawarra; 
 Hotchkis, D., Under-Manager, Mt. Kembla; Hutton, J. G., ColMeries Inspector, Newcastle; 
 Jones, C., Manager, Colliery; Jones, W. E., Manager, Colliery; Jubb, H., Manager, Colliery; 
 Kirk, A. E., Manager, Colliery; Lawson, W., Manager, Seaham Colliery; Ledger, W., Manager, 
 Colliery; Leitch, G., Manager, West Australian Mine; Mathison, J., Manager; Miller, A. J., 
 Manager, South Greta Colliery; Morgan, W. H., Surveyor, Teralba Colliery; McLeish, J., 
 Colliery; Philpot, W. T., Manager, Lithgow Colliery; Rowe, J. S., Manager, Helensburgh 
 Colliery; Scott, R., Manager, Hebburn Colliery; Snedden, W., Manager, Teralba Colliery; 
 Stokes, R., Manager, Tasmanian Colliery; Tennant, J. T., Collieries Inspector, Newcastle; 
 Thomas, F. G., Manager, Burwood Extended; Thomas, H. J., Manager, Glebe Colliery; 
 Thomas, R. ; Warburton, A. E., Manager, Colliery; Warburton, S. H., Surveyor, Caledonian 
 Company; Watson, J. T., Collieries Inspector; Watson, J., Under-Manager, Glebe Colliery; 
 Williams, H. M., Manager, East Greta Colliery; Youll, G. C., Manager, Bulli Colliery. 
 
 A list of old students of the Mining Classes to whom certificates of competency have 
 been granted as Under-Managers : 
 
 Archibald, A. ; Bailey, J.W.; Biggars, C. H. ; Bissell, T., Underground-Manager, Mount 
 Kiera; Bivens, C., Underground-Manager; Blacklock, J.; Burrell, G., Underground-Manager, 
 Pelaw Main; Campbell, T. ; Cavill, A.; Dobb, B. ; Dbdd, W. ; Duncan, R. ; Durie, D.; 
 
SEPARATE CLASSES. 269 
 
 Durie, J.; Emery. J.; Errington, J. R. ; Eyeington, G. ; Frost, A., Frost, E. ; Gibson, J. 
 Graham, R. ; Harrison, G. ; Hay, G. ; Hay, W. ; Hendry, J.; Hindley, R. ; Hobbs, T. 
 Horsey, W. ; Howie, R. S. ; Jeffries, J.; Johnson, T. ; Jones, H. ; Jurie, R. ; Kerr, W. 
 Kirk, A. ; Meurant, E. ; McAteer, J. ; McDonald, W. ; McVee, J. ; Munroe, D. ; Palfreyman, C. 
 Peckham, J.; Philpotts, W. T. ; Prosser, W. ; Rees, J.; Rees, W. T. ; Robinson, J.; Rowe, C. B. 
 Ryle J. E. ; Scobie, I.; Shilden, W. ; Sheppard, R. ; Snedden, A.; Swan, J.; Tate, H. 
 Tubman, W. ; Vallance, A.; Vardy, R. ; Welford, T. ; Wilson, J.; Wilson, W. ; Young, F. 
 
 PROGRAMME OF CLASSES, ILLAWARRA DISTRICT.. 
 
 Teacher in Charge. : W. V. BROWN, B.A. 
 Classes are held as follow : 
 
 ALGEBRA, ARITHMETIC W. V. Brown, B.A. (Wollongong) 
 
 DRESSMAKING Miss Smallwood (Balgownie, Nowra, Kiama, Wollongong, Berry, Dapto). (Sec also Granville). 
 MILLINERY (Albion Park, Berry, Nowra. Kiama, Wollongong). 
 MECHANICAL DRAWING Jonathan May, M.E. (Wollongong). 
 COAL MINING AND MINE SURVEYING Jonathan May, M.E. (Woonona Public School, Corrimal Public School, 
 
 Helensburgh Public School, Wollongong Technical School). 
 MECHANICAL DRAWING AND MACHINE DESIGN Jonathan May, M.E. (Wollongong Technical School, Corrima 
 
 Public School, Woonona Public School). 
 
 MODEL AND FREEHAND DRAWING Mr. Ferguson (Wollongong). 
 COOKING Miss McRae, (Wollongong, Kiama, Nowra). 
 DRESSMAKING, at Public School (Dapto) Miss Smallwood. 
 DRESSMAKING, at Public School (Kiama) Miss Smallwood. 
 
 ELOCUTION AND VOICE PRODUCTION. 
 
 (By Miss M. G. STAFFORD, Teacher of Class.) 
 
 THE aim of this class is to give the student a thorough knowledge of the voice and its production, 
 and of the theory and practice of Elocution (recitation and public speaking). A portion of 
 each lesson is occupied by a short lecture upon the following divisions of the subject. 
 
 (a) Voice Production. The organs of respiration and their functions, the vocal organs 
 
 and their respective functions, resonance, tone, pitch, &c. 
 
 (b) Articulation and pronunciation. 
 
 (c) Expression ; inflection, modulation, pause, emphasis, &c. 
 
 (d) Delivery. Gesture and looks. 
 
 (e) The emotions and their expression. 
 
 Each student prepares a selection prose or poetry which he recites before the class 
 applying the knowledge gained from the lectures. His work is then criticised and connected. 
 
 The benefits gained from the study of Elocution by the student are many. In every 
 call of life business is carried on by words spoken by the human voice, and the man with the 
 cultivated voice, the distinct, pure, effective articulation, the^free earnest delivery, is the one 
 who is most successful. Then every man is called upon while fulfilling his duties to convince 
 the judgment of his hearers of the truth and soundness of his views, and to persuade them to 
 a certain course of conduct or action; consequently, the knowledge of voice production and 
 elocution is invaluable. Besides the effect upon others, there are the reflex advantages upon 
 oneself, both mentally and physically. 
 
 An eminent American physician asserts that the practice of elocution and public speaking, 
 when not carried to extreme exhaustion, is the best form of gymnastics known; it exercises 
 every inch of the man from the highest region of the brain to the smallest muscle. 
 
 The class is conducted in a large well-lighted room at the College. Excellent models 
 and diagrams of the vocal and respiratory organs are supplied for the use of the students. 
 
 PROGRAMME OF CLASS. 
 
 ELOCUTION Miss M, G. Stafford, Thursday, 7 to 9 p.m. Fees, los. od. per term. 
 
276 TECHNICAL EDUCATION. 
 
 LEATHER DRESSING AND TANNING CLASSES. 
 
 (By THE ASSISTANT SUPERINTENDENT.) 
 
 THE importance of the industry connected with Tanning and Leather Dressing has been 
 recognised for many years. In this State no provision had been made until recently for giving 
 technical instruction in the manufacture of leather, although it was generally understood that 
 those employed in the tanneries needed the scientific teaching. 
 
 Towards the end of 1907 efforts were made to ascertain what support was likely to be 
 given to the classes, if established. Public meetings were held at Botany, Granville, and 
 Willoughby. The mayors of these respective municipalities presided. Subsequent meetings 
 took place, and sufficient students were forthcoming to warrant steps being taken for the 
 formation of these classes. Representations were made to the Minister of Public Instruction 
 who approved of their establishment. 
 
 Unforeseen circumstances arose which delayed the appointment of an Instructor; but 
 as the result of widely advertising, the services of Mr. Coombs were secured. 
 
 Mr. Coombs has been occupied for some time in the preparation of a suitable course of 
 lectures, and arranging for practical demonstrations, and his syllabus is published below. It 
 has been thought advisable to concentrate the teaching, and a central building is being procured, 
 wherein both the theoretical, practical, and experimental work can be carried on. 
 
 SYLLABUS OF CLASSES, &c. 
 
 (By F. A. COOMBS, Lecturer-in-Charge.) 
 
 Raw material Structure of hides Water Chemical properties of material used in 
 beam-shed Soaking Softening Unhairing with lime, sulphide of sodium, and arsenic 
 plumping and its causes Neutralizing lime, sodium, and arsenic Bating and drenching. 
 
 Vegetable tanning Chemical properties of tannins Catechol Pyrogallol and mixed 
 tanning agents. Tanning materials Their sources and quality, and quality of tanning avail- 
 able. 
 
 Sole-leather, unhairing with lime and sodium mixed, lime and sodium, neutralizing 
 with acids Plumping in tan-pits Acidity of tan-liquors, and effect on hides. Laying away 
 English and American methods, Colonial methods. 
 
 Chrome tannage, soaking Unhairing Bating Pickling Chemistry of chromium com- 
 pounds One-bath and two-bath processes Fat-liquoring Dyeing Drying Glazing Soften- 
 ing finishes. Chrome sole-leather, chrome-coat, calf, and sides Making up chrome finishes. 
 
 Dyeing and staining Sheepskins Calf Sides. Mixing colours Basic dyes Acid 
 dyes Albumen finishes, &c. 
 
 Tanning pickled pelts New Zealand pelts Method of pickling Neutralizing acid 
 Tanning Combination tannages. White leather. 
 
 MACHINES. 
 
 The machines to be used will consist of: i tanner's drum, i glazing machine, and I 
 shaving machine. 
 
 SCOPE OF THE WORK. 
 
 Both employers and employees are taking an interest in these classes, and among the 
 students enrolled are represented masters, tanners, and workers. 
 
 New South Wales produces large quantities of hides and pelts, the majority being 
 exported. 
 
 This exported raw material goes to America, Germany, and England to keep their large 
 manufacturing centres working. These supply the world with the finished leather. We are 
 faced with the question, " Why is this raw material not finished in Australia?" In the first 
 
SEPARATE CLASSES. 271 
 
 place our tanners cannot compete with their rivals in the old world, as regards the cost of 
 production, and, secondly, the tanner in the old world is far better equipped through technical 
 education, and has the advice of skilled chemists. 
 
 Chrome tanning, which is the method now in vogue for tanning the best grades of 
 leather, was introduced to the trade by a chemist, and it is quite plain that a knowledge of 
 chemistry is an essential factor in the production of this leather. 
 
 Technical education in this branch having for its aim practical demonstrations of the 
 manufacture of the latest and improved leathers, must be of great help to the tanners, and 
 will give the trade in this State a better chance to compete with outsiders, not only by 
 helping the tanner, but by raising the standard of skilled labour. 
 
 The value of this trade to the State must be apparent, when we consider the large 
 number of hides and pelts produced. This production of raw material is on a very solid basis, 
 and is likely to be so for a considerable time. 
 
 Under the present conditions a large part of one of our best assets goes to swell the. 
 population and increase the wealth of foreign countries, through the inability of a young 
 country to use up its surplus of raw material; but it is only a matter of time till Australia will 
 manufacture her own raw material, and export the surplus as a finished article. 
 
 The length of time before this comes to pass will be determined by the skill and energy 
 of her people, and that skill and energy must be guided to a great extent by technical education 
 in its most practical form. 
 
 PHOTOGRAPHY CLASS. 
 
 (R. H. B. BRANGWIN, Teacher.) 
 
 Cameras and Accessories; Photographic Lenses; their construction and different uses. 
 Dry-plates. Uses of different speeds, exposures, accelerators, restrainers, and intensifiers ; 
 reducing and fixing. Negatives. Correct densities for various uses, improving for printing; 
 spotting, blocking out, varnishing; reason of defects and their remedies. Developing. Practical 
 demonstrations of the different methods, Watkins' Factor System, daylight tank development 
 for films and plates. Printing out Papers. Sensitised, albumenised, gelatino chloride (P.O. P.). 
 ferro prussiate (blue printing), toning and fixing. Bromide and Gaslight Papers. Printing, 
 masking, vignetting, developing, fixing, and toning. Lantern Slides, and Transparencies by 
 contact and reduction, colouring, toning, and mounting. Enlarging. Daylight and artificial 
 light on paper, opal ; making enlarged negatives ; copying prints and diagrams. Finishing 
 Prints. Spotting, squeegeeing, enamelling, and different methods of mounting. Indoor and 
 Flashlight Photography, including home portraiture. Carbon process. Sensitising tissue, expos- 
 ing under negative, transferring to different supports. Retouching, and general improvement 
 of negatives; use of retoucher's knife, pencils, stumps &c., and correct use of retouching desk. 
 Platinotype Process. Printing, developing, and different modifications of same. Photographic 
 Apparatus, fully explained with aid of models and diagrams. 
 
 N.B. Any new processes in connection with this class that may be introduced to the 
 public will be explained by the teacher in charge. Practical outdoor lessons on Saturday after- 
 noons by arrangement with teacher. 
 
 For about seventeen years until the end of 1905 Photography was included in the 
 Syllabus of Photo-lithography, under the direction of Mr. A. A. Lawson. At the beginning 
 of the year 1905, there being quite a number of applications for instruction in Photography, 
 it was thought desirable to have one evening a week for this subject, apart from Lithography 
 and Photo-lithography. An Assistant was appointed for this branch. At the end of 1905, 
 Mr. A. A. Lawson resigned his position as teacher in charge. It was then suggested to the 
 Superintendent that the Photographic Class should be entirely separate from the Photo-litho. 
 class, as so many intending students would not join on account of having to take a course of 
 Photo-lithography, which to the amateur was of no use whatever, the result being that a 
 Photographic Class was formed at the beginning of the year 1907, with a teacher in charge of 
 it. For the ist and 2nd term of that year (1907) two evenings a week were devoted to this 
 
272 TECHNICAL EDUCATION. 
 
 subject, but at the end of the year on account of want of space for other subjects, this class had 
 to be held on one night a week only. The Photographic Class is very different to most of the 
 classes taught at the College, inasmuch as nearly all the students are amateurs, and only join 
 to get sufficient information to turn out good and presentable work, and not to become pro- 
 ficient as professionals, although some few of the students are now taking up Photography as 
 a means of livelihood, and are reaping the benefit of the knowledge gained at the College. 
 
 This class is somewhat handicapped on account of having to be held at night, as day- 
 light is a most important factor in this branch of science. It makes it somewhat difficult for the 
 teacher to impart the knowledge to the student and the manipulations of the different apparatus 
 used, but judging from the number who have passed at the annual examinations, it is quite 
 evident that the students obtain a good knowledge of the science both as regards the theory 
 and practice. 
 
 By a perusal of the Syllabus for 1909, which heads this description, it will be seen that 
 it embraces almost all that either amateur or professional is likely to wish to learn. 
 
 The teacher of this class has been (like all the teachers connected with the College classes) 
 selected from the best that could be found, not only for the knowledge he may have of the 
 subject he has to teach, but for the ability to impart his knowledge a most important point in 
 the selection of such a teacher. 
 
 Mr. Brangwin, who is in charge of this class, is a thoroughly practical man, and up-to- 
 date in all he teaches, and he makes his lessons pleasant as well as instructive, with the assistance 
 of apparatus, models, diagrams, &c. He is in a position to be in touch with all the new 
 apparatus and modern information connected with photography, and the students under his 
 care have the benefit of this. It will be also seen by the Syllabus that Saturday afternoon 
 outings are arranged with the students, so that they can get some practical work outside in the 
 daylight, the teacher taking charge and giving all the instruction that may be needed. As 
 photography has become such a necessary and useful adjunct to almost every trade and pro- 
 fession, and to the scientist, it is to be hoped that the instruction to be gained at the Technical 
 College, in the particular branch, will be taken advantage of more than it has been. 
 
 PROGRAMME OF CLASS. 
 
 PHOTOGRAPHY. 
 
 PHOTOGRAPHY R. H. B. Brangwin, Tuesday, 7.30 to 9 p.m. Saturday afternoons as arranged. 
 
 * Fees, Senior Scale. 
 
 RAIL CARRIAGE BUILDING. 
 
 (By A. C. COOPER, Teacher of Class. ) 
 
 THE course of instruction, which is arranged to suit the needs of both elementary and advanced 
 students embraces the following subjects : 
 
 (1) The setting out of working drawings in a ready and practical manner, full size to scale, 
 
 and from rough sketches. 
 
 (2) The use of different kinds of tools and wood-working machinery, with 'a view to the 
 
 most useful and economical application. 
 
 (3) The qualities and capabilities of different kinds of timber in general use, and the best 
 
 methods of storing and seasoning the same. 
 
 (4) The properties of iron, steel, and other metals, with their most advantageous use, and 
 the best methods of working these metals. 
 
 The class-room is fitted with benches, tools, wood-working machinery, drawing and 
 blackboards. 
 
 PROGRAMME OF CLASS. 
 
 RAIL CARRIAGE BUILDING A. C. Cooper, Monday, 7 to 9 p.m. 
 
SEPARATE CLASSES. 
 
 273 
 
 TAILORS' CUTTING CLASS. 
 
 (By A. BURNHAM, Teacher of Class.) 
 
 AFTER an interval of a number of years, this class was re-formed during the latter part of 1906, 
 under the direction of the writer. A course of instruction extending over two years has been 
 arranged, and is divided into two stages, viz.: First year, "Ordinary"; Second year, 
 " Advanced." Students are first given a general explanation of cutting, taught the uses of 
 the tape, chalk, and square; the human figure, normal and abnormal; considerations for 
 adjusting deformities; methods of measuring, and the application of measures for drafting. 
 During the first year students receive instruction in the cutting of the following garments : 
 
 THE TAILORS' CUTTING CLASS-ROOM. 
 
 Mr. Iluruham with his Students at work. 
 
 Trousers (various styles) ; Breeches, Gaiters, and Pantaloons ; Vests (single and double breasted, 
 with collars for same) ; Coats : sac, morning, D.B., frock, and dust. 
 
 Second-year students receive special instruction in the cutting of Clerical Dress, uniforms 
 for various purposes, the adjustment of misfitting garments, and methods to correct errors. 
 
 The advantage of a Technical College Education in the art of Tailors' Cutting is that a 
 student receives a thorough knowledge not only of the System of Cutting, but of the various 
 alterations and variations as well, thus enabling him to become a first-class Cutter, competent 
 to fit any figure which he may be called upon to deal with. A full course of Tailors' Cutting, 
 as provided at the Technical College, presents a student with far greater facilities than those he 
 would meet with if he decided to undergo a course of private tuition, the former being a two- 
 
274 TECHNICAL EDUCATION. 
 
 year course, and the latter a course of six months at the most. In both cases the student 
 obtains the knowledge of the System of Cutting, but in the case of the privately taught student 
 the training period is so short that he only really obtains a surface knowledge of the Art, 
 whereas the student of the Technical College has time to become thoroughly acquainted with 
 the System, and has so, to a certain degree, become master of the intricacies of the Art ; so that 
 with regard to Tailors' Cutting the System of Technical Education has considerable advantages 
 over that of private tuition as at present available. There are some students who attend the 
 class for a limited period only, in order to gain some special information, and having obtained 
 this knowledge, do not return. In such cases while good work is done at the class it is not 
 officially recorded. 
 
 The following students have been successful in obtaining positions through the instruc- 
 tion they have received at the College: Mr. Arthur Barrett, junior cutter at Messrs. Esling 
 and Barrett, Inverell, N.S.W. ; Mr. Arthur Richard, junior cutter at H. J. Cohen & Co., 
 Sydney. 
 
 In June, 1908, the number of students had increased. to such an extent that it became 
 necessary to appoint an Assistant Teacher, and Mr. Ernest A. Page, a distinguished student of 
 the class, was appointed to the position. 
 
 The class is conducted in two large, well-lighted, and airy rooms, the students taking 
 up positions around high tables which are convenient for drafting upon. There is also a large 
 press in the room in which the students may keep their drafting materials, &c. 
 
 Each student provides himself with the following tools of trade : One graduated square, 
 one trouser rule 45 inches in length, one tape measure, French chalk, and a piece of tweed and 
 brown paper for drafting on. 
 
 PROGRAMME OF CLASS. 
 
 TAILORS' CUTTING CLASS. 
 
 TAILORS' CUTTING A. Burnham, Monday, Tuesday, Wednesday, and Thursday, 7 to 9 p.m. Fees, 
 per term for one Lesson per week ; 2,s. per term for two Lessons per week. 
 
275 
 
 Suburban Technical Schools. 
 
 FROM time to time Technical District Schools have 
 been established in the suburbs surrounding Sydney; 
 among these the Petersham School deserves special 
 mention as being the first of those constituted, teaching 
 of this character having been commenced by Mr. W. 
 |. Thomas the Art Master still in charge as far 
 back as the year 1884. Mr. Thomas is one of the 
 pioneer teachers of the Technical Art Classes in this 
 State, having been appointed by the late Technical 
 Education Board in 1884, and he also acted as Examiner 
 to the Department of Public Instruction in Art subjects 
 for many years. 
 
 The illustration shows portraits of Mr. Thomas and 
 his present staff at Petersham school. 
 
 As indicating the scope of the work carried on 
 at those suburban schools, the following note of the 
 various schools now in operation around Sydney, and 
 of the classes held therein, will be of interest : It 
 should be added that most of the teachers in those 
 schools are also teachers in the Sydney Technical 
 College 
 
 From left to right Mr. Stuart, Shorthand ; 
 Mr. Thomas, Art Master in charge ; Mr. 
 Bender, Book-keeping and Mathematics. 
 
 PETERSHAM, LEICHHARDT, AND DISTRICT TECHNICAL SCHOOL. 
 Classes meet at Crystal-street, Petersham. 
 ART MASTER \V. J. Thomas. 
 
 FREEHAND DRAWING, MODEL, BLACK AND WHITE DRAWING, ANTIQUE AND PLANT DRAWING AND DESIGN- 
 MECHANICAL DRAWING, ARCHITECTURAL DRAWING, PRACTICAL, PLANE, AND SOLID GEOMETRY. 
 PERSPECTIVE. 
 
 DRESSMAKING Miss Dove. SHORTHAND F. \V. Jonsoii, F.I.P.S. BOOK-KEEPING F. Bender. 
 
 MATHEMATICS as arranged. 
 
 ASHF1ELD TECHNICAL SCHOOL. 
 Classes meet at Public School, Ashfield. 
 
 FREEHAND DRAWING, MODEL DRAWING, ARCHITECTURAL DRAWING, TRADES DRAWING, MECHANICAL DRAWING, 
 
 MODELLING, GEOMETRICAL DRAWING AND PERSPECTIVE H. Gardiner-Garden. 
 PENMANSHIP, BOOK-KEEPING James Bruce. 
 SHORTHAND F. \V. Jonson, F.I.P.S. 
 DRESSMAKING Mrs. Sinncld, at Council Chambers, Town Hall, Liverpool-road. 
 
 BALMAIN TECHNICAL SCHOOL. 
 288 Darling-street, Balmain. 
 
 FREEHAND DRAWING, MODEL DRAWING, GEOMETRICAL DRAWING, PERSPECTIVE Teacher, R. M. Ronald. 
 
 MECHANICAL DRAWING Teacher, J. Elder. 
 
 ARCHITECTURAL DRAWING As arranged. 
 
 DRESSMAKING Teacher, Mrs. Sinfield. 
 
 BOOK-KEEPING Teacher, F". Bender. 
 
 SHORTHAND Teacher, G. H. Hexter, F.I.P.S. 
 
 EASTERN SUBURBS TECHNICAL SCHOOL. 
 
 Evening Art Classes meet at the Public School, Waverley ; Day Art Classes meet at 166, Queen-street, 
 Woollahra; Dressmaking Class at Methodist School Hall, Bondi Junction. 
 
 ART TEACHERS Alfred Coffey, Miss Mary E. Geiger. 
 FREEHAND DRAWING, MODEL DRAWING, PLANT DRAWING, GEOMETRICAL DRAWING, PERSPECTIVE, DESIGN, 
 
 BLACK AND WHITE (Pen and Ink and Wash), ANTIQUE DRAWING. 
 DRESSMAKING Miss Dorothy Bradley. 
 
27 6 TECHNICAL EDUCATION. 
 
 NORTH SYDNEY TECHNICAL SCHOOL. 
 Classes meet at the Superior Public School, Blue-street, and School of Arts, Mount-street. 
 
 FREEHAND DRAWING FROM THE CAST (in pencil, chalk, and monochrome painting); MODEL AND OBJECT 
 DRAWING ; PLANT DRAWING ; BLACK AND WHITE (Pen and Ink and Wash Drawing) ; DESIGN AND 
 ILLUMINATION; PLANE AND SOLID GEOMETRY ; PERSPECTIVE AND MECHANICAL DRAWING ; BRUSH- 
 WORK; ANTIQUE; SKETCHING FROM NATURE IN CRAYON, OIL, AND W T ATER-COLOUR PAINTING 
 Teacher, G. A. Thomas. 
 
 ARCHITECTURAL DRAWING, BUILDING CONSTRUCTION, TRADES DRAWING G. A. Roberts, A. I.e., byd., 
 A.I. A., N.S.W. 
 
 SHORTHAND Wm. Stuart. BOOK-KEEPING A. Armstrong. GERMAN Herr Oschatz. 
 
 RYDE TECHNICAL SCHOOL. 
 
 Classes meet at Public School, Ryde; also School of Arts, North Ryde. 
 ART TEACHER Miss Mary T. Collingridge. 
 
 RYDE. 
 FREEHAND DRAWING, MODEL DRAWING. 
 
 NORTH RYDE. 
 FREEHAND DRAWING, MODEL DRAWING. 
 
 NEWTOWN TECHNICAL SCHOOL. 
 
 Classes meet at the Superior Public School, King-street, Newtown. 
 
 FREEHAND AND PERSPECTIVE DRAWING; MODEL, PLANE, AND SOLID GEOMETRICAL DRAWING Teachet , 
 A. G. Reid. 
 
 SURRY HILLS TECHNICAL SCHOOL. 
 Classes meet at the Superior Public School, Crown-street. 
 BOOK-KEEPING Teacher, A. Armstrong. 
 
 KOGARAH TECHNICAL SCHOOL. 
 Classes meet at the Public School. 
 
 DRESSMAKING Miss F. 1. Wilson. 
 
 FREEHAND AND PERSPECTIVE DRAWING Art Teacher, R. Norman Anderson. 
 
 WOOLLAHRA TECHNICAL SCHOOL. 
 
 Classes meet at 43, Edgecliff-road, Woollahra. 
 SHORTHAND Teacher, Colin Christie. 
 
 DOUBLE BAY TECHNICAL SCHOOL. 
 
 Classes meet at St. Mark's School Hall, New South Head Road, Paddington. 
 FREEHAND AND MODEL DRAWING AND DESIGN Teacher, E. M. Smith. 
 
 MANLY TECHNICAL SCHOOL. 
 Classes meet at the Public School, Manly. 
 FREEHAND AND MODEL DRAWING. F. W. Hughes. 
 
 ERSKINEV1LLE TECHNICAL SCHOOL. 
 
 TECHNICAL BOOT-MAKING SCHOOL (near Railway Station) H. Lewis, Teacher Pattern-cutting and Clicking ; 
 
 other Classes will be formed if sufficient students apply. 
 DRESSMAKING Miss Blake. 
 SADDLKK\ AND HARNESS MAKING F. J. Andrew. 
 
 WAVERLEY TECHNICAL SCHOOL. 
 Class meets at Public School. Art Teacher^ A. R. Corlcy. 
 
 FREEHAND, MODEL, GEOMETRICAL, PERSPECTIVE, PLANT, DESIGN, AND BLACK AND WHITE DRAWING. 
 DRESSMAKING (Classes meet at the Methodist School Hall) Miss D. Bradley. 
 
277 
 
 Hurlstone Agricultural Continuation School. 
 
 Established 1907. 
 (By F. McMuLLEN, M.A., Principal of College.) 
 
 STAFF. 
 
 Principal... ... ... ... ... ... F. McMuLLEN, M.A. 
 
 Science Master ... ... ... ... ... W T . L. HAMMOND, B.Sc. 
 
 Field Foreman and Instructor in Agriculture... J.W. HADFIELD (Hawkesbury College Diploma). 
 
 Instructor in Farm Carpentry L. P. G. PINN. 
 
 Assistant Master (English Section) C. TONKING. 
 
 Instructors of Drill and Gymnastics LiEUT.-CoL. PAUL, V.D., and STAFF. 
 
 Instructor in Blacksmithing P. GRIFFITHS. 
 
 Instructor in Plumbing ... ... ... W. E. PATINO. 
 
 Caretaker... G. BAKER. 
 
 STAFF OF HURLSTONE COLLEGE. 
 
 Reading from left to rii>-)it 
 
 Front m?c : Mr. Pinn, Instructor of Carpentry ; Mr. Hammond, Science Master; 
 
 Mr. McMulltm. Principal ; Mr. Hadfield, Instructor in Agriculture. 
 Back row : Mr. Lijr&rins, Drill Instructor; Mr. Patino, Instructor in Plumbing ; 
 Mr. Tonkin^, Assistant Master (Rnlish). 
 
 AIMS OF THE INSTITUTION. 
 
 WHEN in 1906 the Department of Public Instruction determined to close the Women's Training 
 College at Hurlstone, and extend the principle of co-education to the training of teachers, it 
 had left on its hands the fine estate of Hurlstone, embracing nearly 27 acres, with buildings 
 and class-rooms. The question naturally arose how to utilise such a place. Mr. J. W. Turner, 
 the Superintendent of Technical Education, immediately came forward with a scheme for the 
 establishment of a Continuation School based on agricultural lines. As a result, the Hurlstone 
 School began operations on April, 1907. In advocating the necessity for such a school Mr. 
 Turner pointed out that the tendency of our present-day education was to be entirely academic 
 or literary in character. It did not supply that demand for industrial intelligence which fits 
 a child to fulfil his function in life as a producer. Continuation Schools are designed to supply 
 this deficiency by providing an education which will result in increased industrial efficiency. 
 
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MURLSTONE AGRICULTURAL CONTINUATION SCHOOL. 279 
 
 It has long been felt that the future of Australia is closely bound up -with the develop- 
 ment of her agricultural resources. One of the needs of the day, then, is for intelligent, well- 
 trained agriculturists. The time is rapidly approaching when it will be recognised that there 
 is scarcely any occupation which calls for so thorough a training as does agriculture. The 
 farmer of the new age is to be a man of wide and general knowledge. Science, business know- 
 ledge, and an acquaintance with the world's markets are necessary parts of his equipment. 
 It is to help towards the attainment of these ideals that the Hurlstone Agricultural Continua- 
 tion School has been established. 
 
 In drawing up the scheme of instruction for the school two main objects have been kept 
 in view. In the first place it was decided that the instruction should be very largely of a 
 practical character " learning by doing." But side by side with this, technical education is 
 carried on the general education of the boys. The State has a right to expect from every 
 
 ONE OF THE FEATURES OF PRACTICAL WORK. 
 
 system of education technical and otherwise that the cultural side should not bo neglected, 
 but that those who are to be the future citizens should be educated not merely to earn their 
 livings, but so as to be fitted for the weighty responsibilities of citizenship. 
 
 CHARACTER OF THE INSTRUCTION. 
 
 The endeavour to satisfy these claims explains the threefold division in the course of 
 instruction at this school. 
 
 (1) The English Section, comprising English Language and Literature, History, Geography, 
 
 and Mathematics. 
 
 (2) The Science Section, comprising Chemistry, Physics, Geology, Botany, and Zoology. 
 
 (3) The Practical Section, comprising Farm and Garden work, Dairying, Orcharding, Farm 
 
 Carpentry, Blacksmithing and Plumbing. 
 
280 
 
 TECHNICAL EDUCATION. 
 
 Of the English Section little need be said. While due regard is paid to the cultural value 
 of the subjects of instruction, they are at the same time correlated with the practical operations 
 in farm life. For example, the mathematical course includes calculation of areas ; quantity 
 measurements as applied to tanks, dams, haystacks, levelling, and similar operations. 
 
 . 
 
 
 CHEMICAL AND PHYSICAL LABORATORY. 
 
 The Science work is taught experimentally. Its great object is to develop the scientific 
 mind and attitude. Every up-to-date farmer must use the teachings of Science, and must be 
 able to put questions to nature in the form of experiments. For this the scientific training is 
 essential. 
 
 The special features of the Science Course are as follows : 
 
 In Chemistry particular attention is paid to such elements as are directly concerned 
 with agriculture. Thus we find included in the course a study of the chemistry of plant life 
 and soils ; analysis of fertilizers, and of milk for fats and solids. 
 
 The Botany course includes the study of rusts, smuts, and mildews ; the principal grasses 
 and fodder crops; and noxious weeds and their eradication. 
 
 Prominence is given in the Zoology course to noxious and beneficial insects, which are 
 studied from life and from dried specimens. 
 
 The Practical course, besides giving the boys a working knowledge of ordinary farming 
 operations, aims at making them ready to cope with the manifold emergencies of farm life ; 
 hence the inclusion in this course of carpentry, blacksmithing and plumbing. 
 
 Students are taught the use of the plough, harrow, cultivator, seed-drill, and other farm 
 implements, and in addition are trained to care for and repair these implements. 
 
 The practical operations are combined with theoretical instruction in the principles 
 underlying them. 
 
 The Carpentry course differs somewhat from the ordinary manual training course, in 
 that it specially aims at teaching work applicable to the farm. Thus we find the students 
 making milking stools, farm gates, swingle-bars, wheelbarrows, building fences and sheds, and 
 carrying out general repairs. The workshop is fitted with carpenter's benches and is well 
 supplied with all necessary tools. 
 
HURLSTOXE AGRICULTURAL CONTINUATION SCHOOL. 281 
 
 MANUAL TRAINING WORKSHOP. 
 
 THE DAIRY 
 
282 
 
 TECHNICAL EDUCATION. 
 
 The blacksmith's shop is equipped with anvils, forges, and all the simple tools required 
 for the work. Here, again, the instruction is designed to meet the needs of the man on the 
 land. It includes the drawing, bending, and welding of iron and steel ; making links and 
 repairing chains ; and the repairing of farm tools. 
 
 That the former may be a veritable handyman, a plumbing section is added wherein 
 the boys are taught soldering, riveting, repairing milk cans and buckets, screwing and jointing 
 of pipes for water and steam supply; and the fitting up and keeping in repair of pumps. 
 
 Dairying occupies a prominent place in the school course. Full instruction is given in 
 milking, feeding, and food values, the running and care of separators, and the testing of milk 
 and cream. The dairy is equipped with a separator, Babcock tester, milk cooler, and other 
 accessories of a modern dairy. The floors are cemented and sloping, and students are taught 
 the paramount importance of cleanliness and attention to sanitation. 
 
 THE RESIDENCE-FRONT VIEW. 
 
 BUILDINGS AND CLASS-ROOMS. 
 
 The buildings consist of the Principal's residence, with students' dormitories and dining- 
 room, the English Class Room, Reading Room, and domestic quarters attached. The advantage 
 of this arrangement is that the Principal is able at all times to maintain a personal supervision 
 of the students. Other buildings are the Science Hall, containing a Lecture-room and Labora- 
 tory, Dairy, Manual Training workshop, Plumbing workshop, Smithy, toolsheds, hay-shed and 
 necessary outbuildings. 
 
 The Science Hall is a fine detached brick building, divided into Lecture-room and 
 Laboratory. These are separated by a glass partition. Each room is 38 ft. x 24 ft., and is 
 splendidly lighted and ventilated. The Lecture-room is provided with forty single desks and 
 a fine demonstration bench. In the Laboratory are ten benches, each accommodating two 
 students. They are fitted with cupboards for storing students' materials. The arrangements 
 for supplying gas and water are complete. The Laboratory is well supplied with all the 
 apparatus for conducting chemical and physical investigation. Microscopes, balances, &c., of 
 a good type are provided. 
 
HURLSTONE AGRICULTURAL CONTINUATION SCHOOL. 283 
 
 ' 
 
 - 
 
 SCIENCE HALL EXTERIOR VIEW. 
 
 SCIENCE HALL INTERIOR. 
 
284 
 
 TECHNICAL EDUCATION. 
 
 The Dining Hall has accommodation for fifty students, and the dormitories provide for 
 thirty-eight. The dormitories are divided into cubicles so that each boy may secure a certain 
 degree of privacy, while complete supervision is still possible. 
 
 The Reading Room is supplied with daily and weekly papers, magazines, and the principal 
 agricultural journals of the State. There is a small but carefully chosen library containing 
 books on agricultural and general literature. 
 
 FARM GROUNDS. 
 
 The School is situated in Ashfield, about i mile from Summer Hill station. The site is 
 elevated and commands a fine view of the surrounding suburbs. The total area is 26 acres 
 3 roods. About 10 acres are used for grazing purposes, while 12 acres are under cultivation. 
 
 THE VEGETABLE GARDEN. 
 
 During last year the principal crops raised were, wheat (6 varieties), maize (6 varieties), 
 oats, barley, sorghum, potatoes (2 varieties), sweet potatoes, pumpkins, squashes, melons, and 
 all the usual vegetables. There is a small orchard newly planted, and about 120 grape vines. 
 Small experimental plots are being laid out and specimen plots of various commercial crops 
 are being grown. The playing fields are 2j acres in extent, and the boys are encouraged to 
 play cricket, football, and tennis. The remainder of the ground is occupied by buildings, flower 
 beds, and lawns. The whole estate is fenced and subdivided. 
 
 STUDENTS. 
 
 When the school opened in April, 1907, there were but seven students in attendance. 
 By the end of the year this number had increased to twenty-three. In 1908 the attendance 
 reached fifty-five, and the accommodation for resident students was taxed to the utmost. For 
 ftie current year the enrolment is fifty-six, of whom thirty-eight are resident students. 
 
HURLSTONE AGRICULTURAL CONTINUATION SCHOOL. 
 
 At this early stage of its career little can be said of the achievements of the students, 
 as only eight have completed the full course. Of these three have gone to the Hawkesbury 
 College to take advantage of the more advanced course provided by that institution, while 
 another is continuing his agricultural education by studying wool-classing at the Technical 
 College. The others have taken positions on farms where their services have been eagerly 
 sought. 
 
 CORNER OF STUDENTS' DINING HALL. 
 
 In December, 1907, one of the students was successful in winning the first " Mail Scholar- 
 ship " to Hawkesbury College, while last year another student was chosen out of a number of 
 applicants for the position of Scientific Cadet in the Entomological Branch of the Department 
 of Agriculture. The attitude of the students towards their work is extremely satisfactory, the 
 keenest interest being shown in all practical operations and in experimental science, while 
 outdoor work and healthy surroundings contribute to robust health. The physical develop- 
 ment is further provided for by cricket, football, tennis, gymnastics, and military drill. 
 
2 86 
 
 Bathurst Technical College. 
 
 (By T. C. DWYER, B.Sc., Resident Master in charge.) 
 
 TECHNICAL Classes were first formed in Bathurst by Dr. W. F. Bassett (Senr.), some thirty 
 years ago. 
 
 STAFF OF BATHURST TECHNICAL COLLEGE, 
 
 Reading from left to right 
 Front Row : Mr. Coles, Carpentry, &c. ; Miss CoH'mgridge, Art ; Mr. Dwyer, Resilient Science Master-in-charge ; Miss Rowell, 
 
 Cookery ; Miss Clapham. Dressmaking. 
 Back Row : Mr. Collier, Caretaker ; Mr. Copeman, Geometry, Mechanical Drawing, &c. ; Mr. Macartney, wool-classing ; Mr. Giddey, 
 
 Plumbing ; Mr. Dryden, Shorthand. 
 In Front : Mr. Randell, Laboratory Assistant. 
 
 Under Dr. Bassett's charge the classes grew so rapidly that in a few years a Resident 
 Master was required: Mr. W. J. Clunies-Ross, B.Sc. (Lond.), being selected for the position. 
 
 In 1904 Mr. Ross proceeded to Sydney as Lecturer in charge of the Department of 
 Chemistry, after a service of twenty-two years in Bathurst, and the present College, whose 
 foundation stone was laid in 1896 by Mr. J. Garrard, then Minister for Education, stands to- 
 day a monument to the zeal, enterprise, and energy of that gentleman and Dr. Bassett. 
 
 Mr. Ross was succeeded by Mr. Donald Locke, E.M. (Freiburg), who in turn was suc- 
 ceeded in 1906 by the present Resident Master. 
 
 The building is situated in William-street, Bathurst, and the style of architecture adopted 
 in its erection is similar to that of Central Technical College, Sydney. There are two main 
 
BATHURST TECHNICAL COLLEGE. 
 
 floors. On the ground floor are situated Museum, Geological and Chemical Laboratories, 
 Cookery Department, Plumbers' Workshop. On the First floor are the Commercial, the Physics, 
 the Dressmaking, the Carpentry, and the Wool-classing rooms, Lecture Hall (72 ft. x 30 ft.) 
 and Caretaker's quarters. 
 
 fcs 
 
 EXTERIOR VIEW OF TECHNICAL COLLEGE AT BATHURST. 
 
 The Lecture Hall is provided with lantern and sheet for illustrating lectures, 7 and has 
 accommodation for 300 people. The Museum is well filled with specimens of general and 
 economic interest from the surrounding districts, e.g., wool specimens, ores, timbers, building 
 stones, and in addition are displayed works of art loaned by the trustees of the National Art 
 Gallery. Gas and water are laid on throughout the building, and the students' convenience 
 is in every way studied. 
 
 Among the students who entirely, or in part, owe their progress to tuition received at 
 this College, may be mentioned the following : 
 
 Messrs. R. W. Peacock, Manager of Government Experimental Farm, Bathurst ; W. E. 
 George, Chemist, Bathurst ; C. Newman, Chemist, Sydney; J. J. Copeman, F.I.A., Architect, 
 Bathurst ; J. H. Bates, Architect, Forbes; W. H. Sadlier, Architect. Junee; J. Sykes, Architect, 
 Casino ; A. Humphries, Engineering Draftsman and Teacher Mechanical Drawing, Railway Insti- 
 tute, Bathurst ; Mackenzie Bros. (2), Engineers, Sydney; C. Toovey, Engineer, Hobart ; Hamilton 
 Bros. (3), Engineers, Sydney; P. Beddie, Contractor, Milthorpe; F. R. Jones, Contractor, 
 Bathurst ; Walter Tinsley, Plumber, Bathurst ; Miss M. Clapham, Dressmaking and present 
 teacher at College ; Miss Giddey, Teacher of Dressmaking, Casino. 
 
2 88 
 
 TECHNICAL EDUCATION. 
 
 COMMERCIAL SECTION. The class-room, which is 24 ft. x 19 ft., is provided with the 
 necessary accommodation for twenty-five students. 
 
 Classes are held in Book-keeping by F. J. Tonkin, Esq., Shorthand by W. Dryden, Esq.. 
 Mathematics by Science Master. 
 
 BOOK-KEEPING. The nature of the work done, as shown in the Syllabus issued by 
 Central Technical College, aims at giving students a good general knowledge of the subject in 
 its various branches, e.g., Principles and advantages of Double Entry v. incompleteness of 
 Single Entry, and where required, a detailed knowledge of some particular branch of the 
 subject. 
 
 The class is attended by (i) boys and girls leaving school wishing to prepare for com- 
 mercial life ; (ii) shop-assistants ; (iii) station hands ; (iv) apprentices to various trades ; 
 (v) clerks desirous of improving their knowledge of the subject. 
 
 SHORTHAND. Pitman's method is adopted in teaching this subject, and students are 
 drawn from practically the same sources as those of book-keeping class, chiefly, however, from 
 clerks from warehouses, law offices, and factories, and from youths desirous of entering 
 journalistic life. 
 
 MATHEMATICS. Arithmetic : According to the Syllabus each student is required to have 
 a knowledge of the subject as far as decimals before entering the class, but in many cases it has 
 been found necessary to allow the student to commence on the " first four rules," he never 
 having had any tuition in the subject, or leaving school at an early age, has forgotten even what 
 he then learned. For students such as these, and there are many, the regular course is quite 
 impossible, and in these cases the lecturer is content to see that his pupil acquires a thorough 
 knowledge of Weights and Measures, Simple Proportion, and if possible, Profit and Loss, and 
 Simple Interest. With properly qualified students the course is followed in detail, generally 
 with beneficial results. The class is attended by youths just left school, clerks, labourers, 
 shop-assistants, teachers, carters, farm hands, &c. 
 
 GEOMETRY, ALGEBRA, and TRIGONOMETRY is attended by fewer students, chiefly teachers 
 and apprentices to trades. 
 
 RESUME. As will be seen from the varied occupations of the students attending, the 
 classes are patronised by a large section of the community. The College acts as a Continuation 
 Commercial School for Bathurst and the surrounding districts, and many local employees owe 
 their business advancement to the facilities it offers for a preparatory training in commercial 
 life. 
 
 CARPENTRY, TURNING, AND CARVING. 
 (Teacher, F. COLES.) 
 
 The room, 31 ft. x 22 ft., is rather small, but well equipped, being supplied with, 
 (i) double benches fitted with bench stops, vice, tool-rack, and a few of the most commonly 
 
 used tools for each bench ; (2) turning 
 lathe ; (3) carving benches and stools ; (4) 
 complete set of tools for teacher ; (5) acces- 
 sories, such as samples of woods, models 
 of courses, grindstones, blackboard, &c. 
 
 The classes aim at improving the 
 efficiency of the apprentice and have built 
 up such a local reputation that one leading 
 contractor has asserted repeatedly, both 
 privately and publicly, that he would keep 
 no apprentice who neglected to attend these 
 classes during his apprenticeship. 
 
 In addition, the Carpentry and 
 Turning Classes are attended by persons 
 of varied occupations who desire to learn 
 the use of tools, &c., e.g., farmers, clerks, 
 teachers, labourers, shop-assistants. Carv- 
 ing students find carpentry a necessary adjunct in constructing articles of furniture from 
 their carved woodwork. 
 
BATHURST TECHNICAL COLLEGE. 
 
 289 
 
 CARVING, regarded rather as belonging to the Art section than a trade class, is neverthe- 
 less attended well By apprentices. The main bulk of students in this class comes from ladies 
 engaged in home duties, who make use of the accomplishment for decorative purposes. 
 
 MANUAL TRAINING. Attended by Public School pupils; Course modelled on Slade's 
 system. Pupils required to complete a certain set of exercises in woodwork, and are instructed 
 in use and care of tools ; in growth, colour, hardness, grain, cutting, and seasoning of timber. 
 
 On completion of the set exercises it has been found most advantageous to allow the 
 boys to construct small articles for home use, e.g., chair, table, knifebox, easel, &c. 
 
 DOMESTIC SCIENCE, COOKERY, AND LAUNDRY. 
 (Teacher, Miss M. ROWELL.) 
 
 This department has a kitchen (25 ft.x 18 ft.), dining room (21 ft. x 10 ft.), scullery, and 
 pantry. 
 
 The courses as laid down in the Syllabus 
 are followed, while the rooms are well equipped 
 with all utensils necessary for the work. Two 
 gas stoves supply the heat required ; while 
 there is table accommodation for twelve stu- 
 dents in a class. 
 
 Cleanliness, use of weighed quantities 
 of material, necessity for proper cooking and 
 serving of all foods, are among the objects 
 aimed at in the teaching of Cookery. 
 
 Attended chiefly by ladies engaged in 
 home duties, also by a few students desirous 
 of becoming teachers in the subject ; the latter 
 class being also in attendance at lectures in 
 Domestic Science, and laundry work. 
 
 COOKERY KITCHEN. 
 
 DRESSMAKING. 
 (Teacher, Miss M. CLAPHAM.) 
 
 The workroom is 24 ft. x 19 ft., and well lighted. It is supplied with the necessary 
 drafting tables, clothes presses, sewing machines, and facilities for ironing. 
 
 This class is found to be of great benefit to persons learning the subject which they 
 intend to adopt later as a means of livelihood, and to those learning for home use only. The 
 students are drawn from the surrounding district, and as far west as Blayney. 
 
 DRAWING AND PAINTING. 
 
 FREEHAND, MODEL, AND ANTIQUE DRAWING, OIL, AND WATER-COLOUR PAINTING. 
 (Teacher, Miss A. COLLINGRIDGE.) 
 
 These classes were formed and con- 
 ducted for many years by the late Mr. 
 Arthur Collingridge, Vice-President of the 
 Royal Art Society, and his influence on 
 Art in the district is still most marked. 
 Since his death the work has been ably 
 carried on by his daughter, the present 
 teacher. The classes are attended by school 
 pupils, teachers, clerks, printers, painters, 
 apprentices, &c. 
 
 DRAWING AND PAINTING. 
 
TECHNICAL EDUCATION. 
 
 GEOMETRICAL, PERSPECTIVE, AND MECHANICAL DRAWING. 
 
 (Teacher, J. J. COPEMAN, F.I. A.) 
 
 The classes are attended by apprentices to various trades, labourers, carriage-builders, 
 teachers, mill employees, painters. Students attending the Plumbing and the Carpentry classes 
 also form the majority of pupils; the advantages that the ability to understand plans and 
 elevations of structures confers on workmen, are obvious. 
 
 The present teacher is the leading Architect of the district, and has been connected with 
 these classes for twenty years, first as student (four years) and then teacher (sixteen years). 
 
 PLUMBING. 
 
 (Teacher, L. GIDDEY.) 
 
 The four-years course, as laid down by Syllabus, is given, the students being apprentices 
 from Kailway Workshops and those already in the trade who are desirous of improving their 
 knowledge of the subject, and of becoming proficient in the theoretical side as well as the 
 practical. The excellent quality of the work turned out is shown by the fact that the class 
 has won outright the Stewart Dawson & Co. Silver Cup, which was offered as a prize for " Best 
 Trades Display " in local Eight-hour Day celebration, with a record of three First Prizes, and 
 one Second in four years. 
 
 SCIENCE. 
 
 (Lecturer, T. C. DWYER, B.Sc.) 
 
 Classes are held in Geology, Chemistry, Botany, Zoology. 
 
 CHEMISTRY. The laboratory is on the ground-floor and has bench accommodation for 
 fourteen students. Its dimensions are 27 ft. x 17 ft., and it is provided with draught cupboard, 
 ovens, water baths, foot blow-pipes, balances and cupboards for chemicals, muffle furnaces for 
 assaying. The classes follow the course of instruction for practical work laid down in Syllabus, 
 and lectures in theoretical chemistry (Organic and Inorganic) are given in the Science lecture 
 room. The students are chiefly Public School teachers, apprentices, gasworks employees, 
 surveyors' assistants. 
 
 A special course in Agricultural Chemistry has been arranged for students from the 
 local Experimental Farm, in order to enable them to understand the various chemical principles 
 embodied in the subject, and the methods adopted for simple analysis of soils, water, manures, 
 crops, spraying mixtures, &c. 
 
 GEOLOGY. There is accommodation in the lecture and demonstration room for sixteen 
 students. The room is 24 ft. x 19 ft., well lighted, and supplied with an excellent collection 
 of rocks, minerals, and fossils, also petrological microscope and slides. 
 
 The class is attended chiefly by Public School teachers, other students comprise sur- 
 veyors' assistants, apprentices, and school pupils studying for public examinations. 
 
 BOTANY AND ZOOLOGY. These classes are provided with the necessary microscopes, 
 slides, botanical and zoological specimens, and are attended by Public School teachers and 
 school pupils for the purposes of Nature Study. 
 
 Elementary courses in Chemistry, Geology, Physics, and Botany are given to proba- 
 tionary students and senior pupils of the local district school. 
 
 WOOL-CLASSING. 
 
 (Teacher, H. H. MACARTNEY.) 
 
 The class has been in operation only during the last twelve months and has been well 
 attended. The object of the class is to give persons engaged in woolgrowing solely, or in mixed 
 farming, a good working knowledge of wool. It is not expected that any will be expert wool- 
 classers from this tuition alone, but such a knowledge will be of immense value to the mixed 
 farmer on a small holding where any attempt to " class " his small clip will mean better prices 
 
BATHURST TECHNICAL COLLEGE. 
 
 291 
 
 than at present when the wool has to be baled and sold without classing. .The formation of 
 the class in the first place was largely due to Rev. J. J. O'Reilly, President of St. Stanislaus 
 College, who sent a large number of stu- 
 dents from that institution, insisting that 
 a knowledge of Agriculture rather than 
 Classics is necessary for boys leaving school 
 to go " on the land." Mr. R. W. Peacock, 
 Manager of Bathurst Experimental Farm, 
 is also a hearty supporter of the class, and 
 the " farm " students numbering twenty- 
 five attend for instruction. In addition, 
 the class is attended by farmers, labourers, 
 clerks, &c., from the surrounding district. 
 The class, in charge of the instructor, 
 visits some famous sheep stations of the 
 district during shearing time, e.g., " Here- 
 ford," (J. J. Rutherford, Esq.) " Killong- 
 butta," (Anderson Bros.) and for study in 
 sheep-breeding, the " Hathrop " stud has 
 been kindly placed at the class's con- 
 venience by W. H. Webb, Esq. 
 
 PROGRAMME OF CLASSES. 
 
 BATHURST TECHNICAL COLLEGE. 
 
 (Classes meet at the Technical College, William-street.) 
 Resident Science Master in Charge : T. C. DWYER, B.Sc. (Sydney). 
 
 AGRICULTURAL CHEMISTRY, PHYSICS, GEOLOGY, MINERALOGY, BOTANY, CHEMISTRY, ASSAYING. 
 MATHEMATICS Arithmetic, Algebra, Geometry, Mensuration, Trigonometry. 
 BOOK-KEEPING F. J. Tonkin. 
 
 FREEHAND DRAWING, MODEL DRAWING, ANTIQUE DRAWING, OIL PAINTING Miss Collingridge. 
 SHORTHAND W. Dryden. 
 DRESSMAKING Miss Clapham. 
 
 CARPENTRY, WOOD-TURNING, MANUAL TRAINING, WOOD-CARVING F. Coles. 
 PLUMBING AND METAL PLATE WORKING L. Giddey. 
 
 COOKERY Plain (Theory and Demonstration), Advanced (Theory and Demonstration), Junior DOMESTIC 
 SCIENCE ; LAUNDRY Miss Rowell. 
 
 WOOL-CLASSING H. H. Macartney. 
 
 GEOMETRY, PERSPECTIVE AND MECHANICAL DRAWING J. J. Copeman, F.I. A. 
 
.-,., 
 
 
 
 Broken Hill Technical College. 
 
 (By JAMES FORDE, B.A., B.Sc., Resident Science Master in Charge.) 
 
 The principal classes conducted at this College are attended by students engaged in the various 
 metalliferous mines of the Barrier, with a view to their advancement in their respective trades 
 
 or professions. Such are 
 the courses in Chemistry 
 (Inorganic and Organic), 
 Assaying, Metallurgy, 
 Mineralogy, Mining, Geo- 
 logy, Mine-surveying, 
 Mathematics, Mechanical 
 Drawing, and Machine 
 design, Electric Motor- 
 driving and Steam-engine 
 Practice, Fitting and 
 Turning, Carpentry and 
 Joinery. In a word, the 
 various courses of in- 
 struction provided are 
 such as meet the needs 
 of students in a Mining 
 field, where the extrac- 
 tion of the metals (princi 
 pally lead, silver, and 
 zinc) involves highly 
 specialised scientific 
 knowledge. The Chemical 
 
 and Assay Laboratories are, as befits such a locality, especially commodious, well-designed, 
 and well-equipped. Bench accommodation is provided for sixty students. 
 Special rooms are equipped for gas and water analysis. 
 
 The completion of an up-to-date fitting and turning workshop affords an opportunity 
 for apprentices engaged on the mines (most of whom have already completed courses of 
 Mechanical Drawing and Machine Design 
 at the College) to gain a wider and fuller 
 training than they would in the more 
 limited and special work which consti- 
 tutes their daily tasks in the engineering 
 workshops of the mines. 
 
 The work of the College in scientific 
 instruction is supported and furthered 
 by the enlightened policy of the mine 
 managers in requiring the junior officers 
 of the assay and metallurgical staffs, &c., 
 to attend these courses, and in recognis- 
 ing the certificates gained by them at the 
 College, when considering their claims for 
 promotion. This policy has been of 
 marked mutual benefit. 
 
 The position of the College is thus 
 almost unique in the facilities it offers, in 
 conjunction with the mines, for a combina- 
 tion of theoretical and practical instruc- 
 tion in the various subjects embraced in a Mining Engineering course, 
 more, in such an environment, encouraged to work by a clear view 
 
 RESIDENT MASTER AND STAFF OF BROKEN HILL COLLEGE. 
 
 EXTERIOR OF COLLEGE. 
 
 Students are, further- 
 of the direct and 
 
BROKEN HILL TECHNICAL COLLEGE. 
 
 293 
 
 practical outcome of their studies. Several young men thus trained have already, after 
 gaining their associateships, secured responsible positions on the metallurgical staffs of 
 the mines. 
 
 The College Library contains the principal scientific and technical works of reference 
 and text-books used in connection with the courses enumerated above, and the chief scientific 
 periodicals are supplied. 
 
 
 Besides these special classes, provision is made for instruction in Art, in Commercial 
 Subjects, and in Domestic Science, These classes are all well attended. 
 
TECHNICAL EDUCATION. 
 
 PROGRAMME OF CLASSES. 
 
 BROKEN HILL TECHNICAL COLLEGE. 
 
 Resident Science Master in Charge JAMES FORDE, B.A., B.Sc. Assistant E. CLARENCE WOOD, M.A., B.Sc.,B.E. 
 DEPARTMENT OF CHEMISTRY THEORETICAL CHEMISTRY. Non-Metals; Metals; Organic Chemistry. 
 PRACTICAL CHEMISTRY. ist Year: Elementary Qualitative Analysis of Simple Salts and Mixtures; 
 
 and Year: Qualitative Analysis of Complex Mixtures, Minerals, Alloys, &c. ; Quantitative Analysis, 
 
 Organic Chemistry. 
 
 DEPARTMENT OF METALLURGY ASSAYING. The Assay of Ores, Bullion, Metallurgical Products, by Dry and 
 Wet Processes. METALLURGY. 
 
 DEPARTMENT OF GEOLOGY, MINERALOGY, AND MINING. GEOLOGY. MINERALOGY. MINING B. Sawyer, B.E. 
 (Government Inspector of Mines). MINE-SURVEYING. PHYSICS. MATHEMATICS Technical Arith- 
 metic, Trigonometry, Algebra, Geometry R. C. Edwards, B.Sc. MECHANICAL DRAWING AND 
 MACHINE DESIGN J. Haycraft, A.S.A.S.M. 
 
 MOTOR-DRIVING. E. C. Wood. 
 
 FREEHAND DRAWING, GEOMETRICAL DRAWING, MODEL DRAWING, PERSPECTIVE DRAWING C. G. Walker. 
 
 SHORTHAND, BOOK-KEEPING, PENMANSHIP, TYPEWRITING W. Thomson, F.I. A. 
 
 CARPENTRY AND JOINERY T. Eaton. 
 
 DRESSMAKING Miss Rogers. 
 
 DOMESTIC SCIENCE Cookery (Plain and Advanced) and Laundry Work Miss C. H. Dutton. 
 
 FITTING AND TURNING W. J. Daniels. 
 
2 95 
 
 Granville Technical School. 
 
 (By JAMES B. BROWN, Resident Master in Charge). 
 
 A CLASS for instruction in Geo- 
 metrical Drawing was opened in 
 the School of Arts, Granville, on 
 Thursday evening, 30th October, 
 1884. 
 
 This class was recognised as a 
 duly constituted class by the Board 
 of Technical Education, and the 
 teacher appointed to give instruc- 
 tion in Geometrical and Mechanical 
 Drawing on the I5th January, 1885. 
 Since that date classes have been 
 carried on without cessation at this 
 centre, which from its geographical 
 position, admirably suits the con- 
 venience of students in the district 
 between Croydon and Hornsby and 
 Campbelltown, Penrith and Rich- 
 mond. The classes have steadily 
 grown in public favour and in- 
 creased in number until the two 
 subjects in which instruction was 
 originally given have increased to 
 twenty-three, taught by a staff of 
 
 MR. NOBBS, M.L.A. (SITTING), AND MR. BROWN, 
 
 STAFF OF THE GRANVILLE TECHNICAL SCHOOL. 
 
 Reading from left to right 
 
 Rack rnw Win. Andersrm, Boiler-making ; C. J. Hasemer, Mechanical 
 
 Drawing ; J. B. Prowse, Shorthand ; E. F. Rowley, Mechanical 
 
 Drawing; C. A. Oxley, Geometrical Drawing. 
 Fi-fml rtnv- Alf. Coffey, Art; J. B. Brown, Resident Master; Miss Geiger, 
 
 Assistant Art ; H. Lord, Agriculture ; S. Rutherford, Carpentry. 
 
 fourteen teachers, the classes having an enrol- 
 ment last year of 447 students in place of the 
 two dozen of twenty-four years ago. Alto- 
 gether over two thousand individuals have been 
 taught in this school, a large number of them 
 attending classes for many years. 
 
 The first meeting for the presentation of 
 certificates was held early in 1886, when 
 Mr. John Nobbs, then President of the School 
 of Arts, now member of Parliament for the 
 district, presided and presented the certificates 
 in the presence of a small gathering of students, 
 and one representative of the outside public ; 
 these meetings have grown so much in public 
 interest that now the Town Hall is on these 
 occasions crowded with friends of Technical 
 Education, who enthusiastically greet the an- 
 nouncement of the successes of the students. 
 
 With the erection of the new College build- 
 ing, a perspective view of which is shown on the 
 following page, a vast increase of attendance 
 
 The Chairman and Resident Mastei 
 
 at Granville. 
 
 at the First Prize Presentation may be expected, aS in most of the departments 
 
 the present classes are uncomfortably over- 
 crowded. 
 
 The successes attained by students and ex-students in the world of work and enterprise 
 have been most gratifying, especially as they are attributed largely, by the students them- 
 selves, to instruction received in this school. 
 
296 
 
 TECHNICAL EDUCATION. 
 
 PERSPECTIVE VIEW FROM ROUGH SKETCH OF PROPOSED NEW COLLEGE. 
 
 By a Student of tin- Drawing Class. 
 
 
 MECHANICAL DRAWING CLASS. 
 
 Students at Work. 
 
GRANVILLE TECHNICAL SCHOOL. 
 
 297 
 
 One of the first students has for several years occupied an important position under the 
 Fremantle Harbour Trust, W.A., and taught classes in Perth Technical School. Three are 
 managers in large engineering works in this State, while other three are employed as fore- 
 men in similar works. Half a dozen have risen to the position of Chief Engineer in ocean- 
 
 CARRIAGE BUILDING AND PLUMBING 
 
 Carriage Huildin-,' Students at Work. 
 
 CLASS-ROOM. 
 
 going steamers, two of them in mail-boats. One supervised the erection and has successfully 
 run for nearly six years the municipal electric light and power plant of an important town in 
 Tasmania, while another is engineer in Ultimo Power House. One rose from the position of 
 chainman to that of assistant engineer in the Works Department, another is chief draughtsman 
 
 in the largest ironworks in this State, while his brother occupies 
 a similar situation in West Australia. Two have attained to 
 positions of trust with large engineering firms in Britain, and 
 another with a similar firm in America. One who went to 
 England with the view of further prosecuting his architectural 
 studies has achieved considerable success in competitions and 
 won a valuable scholarship, another occupies a position of trust 
 as an architect in Sydney, while another who carried out some 
 of the best decorative work in the New Zealand Exhibition is 
 now managing partner in the firm by which he was employed. 
 A lady art student's designs from Australian flora were accepted 
 by a leading British firm of Art potters. The most successful 
 exhibitor at the Agricultural and Horticultural Shows in this 
 district is an ex-student of our Agricultural Class. 
 
 Jbl 
 
 MISS SMALLWOOD. 
 
 Teacher of Dressmaking forGranville and 
 
 the Illawarra District. 
 
 u 
 
2Q8 
 
 TECHNICAL EDUCATION. 
 
 The demand for youths trained in this school, by local employers usually exceeds the 
 supply, and as the same employers apply repeatedly it is evident they are satisfied with the 
 quality supplied. 
 
 THE CARPENTRY CLASS-ROOM. 
 
 Students at Work. 
 
 PROGRAMME OF CLASSES. 
 
 GRANVILLE TECHNICAL SCHOOL. 
 Classes meet at the School of Arts, Granville. 
 
 MATHEMATICS, ARITHMETIC, ALGEBRA, GEOMETRY, TRIGONOMETRY, GEOMETRICAL DRAWING, MECHANICAL 
 DRAWING, APPLIED MECHANICS (ELEMENTARY DRAWING AND ADVANCED), PERSPECTIVE DRAWING 
 James B. Brown, Certificated Teacher by Science and Art Department, South Kensington, London ; 
 Assistant Teachers : C. J. Hasemer, C. A. Oxley, and E. F. Rowley. 
 
 FREEHAND, MODEL, PLANT, ANTIQUE, AND BLACK AND WHITE DRAWING, FLOWER PAINTING, AND DESIGN 
 Alfred Coffey ; Assistant Teacher : Miss Geiger. 
 
 AGRICULTURE (ELEMENTARY AND ADVANCED) Henry Lord, Graduate Trois Croix Agricultural College, 
 Rennes. France. SHORTHAND J. B. Prowse. DRESSMAKING Miss Small woocl. PLUMISING 
 A. H. Juleff. CARPENTRY S. Rutherford. CARRIAGE-BUILDING A. C. Cooper. BOILER-MAKING 
 Wm, Anderson, FITTING AND TURNING, 
 
299 
 
 Goulburn Technical College. 
 
 (By A. J. SACK, F.C.S., Resident Master in charge.) 
 
 THIS College was established in 1885-6, and the present resident master, Mr. A. J. Sach, F.C.S., 
 
 has had charge since 1886. In 1900 the fine buildings now in use were commenced, and were 
 
 publicly opened on I4th 
 March, 1901, by the then 
 Minister, The Hon. John 
 Perry. The training that 
 the College offers may be 
 divided into (a) Scientific, 
 (b) Commercial, (c) Trade, 
 (d) Art (e) Women's or 
 Domestic Training. The 
 Sciences taught include 
 Chemistry, Physics, Mineral- 
 ogy, Assaying, Geology, and 
 Agriculture ; they have 
 appropriate laboratories and 
 appliances. The Commer- 
 cial classes include Arith- 
 metic, Book-keeping, Short- 
 hand, and Typewriting; the 
 Trade classes include Fitting 
 and Turning, Plumbing and 
 Ironworking, Training in 
 Sheep and Wool, Wood- 
 turning, Trades Drawing, 
 Mechanical Drawing, and 
 Carpentry. The Art classes 
 include Freehand, Model, 
 Geometrical, Perspective, 
 
 Antique, Black and White, and Still Life. The Women's classes include Dressmaking, 
 
 Millinery, Laundry, and Cooking. The accommodation provides for a Museum and Art Gallery 
 
 60 ft. x 30 ft., containing twenty-one 
 
 Oil and Water Colour Paintings from f 
 
 the National Collection, and 4,000 
 
 specimens of raw and manufactured 
 
 materials. There is a Demonstration 
 
 Hall, for Lectures and College gather- 
 ings ; a chemical laboratory 30 ft. x 
 
 20 ft. ; Physics room 20 ft. x 15 ft. ; 
 
 Dressmaking, Millinery, Art room, and 
 
 Cooking school, each 30 ft. x 20 ft. 
 
 THE SCIENCE CLASSES embrace 
 
 Practical and Theoretical Chemistry, 
 
 Mineralogy, Assaying, Physics, and 
 
 Geology; these have continued for 
 
 over twenty years, and have afforded 
 
 opportunities to many, in the form of 
 
 broad education and utility. 
 
 THE WOOD-WORKING CLASSES 
 
 include provision for the teaching of 
 
 Carpentry, Wood-turning, Wood-carving, and Trades Drawing, and for many years have provided 
 
 for the teaching of Manual Training at the Goulburn Public Schools. 
 
 THE STAFF OF GOULBURN TECHNICAL COLLEGE. 
 
 Reading from left to rijjht : 
 Front row Miss Stewart, Shorthand, &c. ; Mr. Sauh, Resident Science Master iu charge 
 
 Mrs. Iredale, Cookery ; Mr. Gardner. Book-keeping; Mr. S|ira^, Phmihinjj. 
 llark Mr. Burness, Fitting and Turniiif; ; Miss Hill Slade, Art ; Mr. Lorkle.v 
 
 Carpentry, &c. 
 
 EXTERIOR OF GOULBURN TECHNICAL COLLEGE. 
 
TECHNICAL EDUCATION 7 . 
 
 GOULBURN MILLINERY STUDENTS AND THEIR TEACHER, 
 AT DOOR OF COLLEGE. 
 
 The Science teaching of the Public School pupils has been pursued for about fifteen years, 
 
 the individuals numbering about one hundred for the year. 
 
 Although the lo.cal train service is by no means encouraging, yet students have travelled 
 
 all distances up to 50 miles, and the thanks are due to the Railway Commissioners for the 
 
 reduction in fares. During 
 the last two or three years, 
 teachers from the Goulburn 
 College have travelled in order 
 to give instruction in adjoining 
 centres of population, the sub- 
 jects taken up being Dres- 
 making, and Millinery and Art. 
 The towns visited are Cooma, 
 Queanbeyan, Bungendore, and 
 Yass. 
 
 THE SHEEP AND WOOL 
 CLASS is housed in a separate 
 building, and is supplied with 
 samples of wool drawn from 
 various districts. The students 
 come from distances up to 30 
 miles. 
 
 CARPENTRY CLASS. The 
 rooms devoted to the teaching of 
 wood-working in the Goulburn 
 Technical College are situated on 
 the ground-floor, at the south- 
 eastern corner of the building. 
 The Carpentry Workshop is 48 feet long and 30 feet wide, and contains eleven benches 
 
 of good design and solid form, the under part of benches being made up into cupboards which 
 
 contain the greater part of the tools used in the class-room. 
 An adjacent room is 
 
 used as class-room, in which 
 
 Constructional and Trades 
 
 Drawing is taught, and which 
 
 also holds the various plates 
 
 and models used in the 
 
 teaching. 
 
 The workshop is also 
 
 provided with two wood- 
 turning lathes, the power 
 
 necessary for the driving of 
 
 which, is supplied by a two- 
 and-a-half horse-power gas- 
 engine. The classes are largely 
 
 availed of by the youth of the 
 
 town in obtaining a knowledge 
 
 of all pertaining to elementary 
 
 and advanced wood-working, 
 
 building construction, and 
 
 wood-turning, while many 
 
 ladies have been taught the art 
 
 of wood-carving, both chip or 
 
 geometrical, and relief carving. 
 
 Many whose daily occupations do not directly deal with wood-working, come to the 
 class to be taught the correct manipulation of wood-working tools, and the proper method of 
 making the many joints required in the construction of household furniture, &c. 
 
 DRESSMAKING AND MILLINERY STUDENTS AT COOMA, 
 AND THEIR TEACHER. 
 
GOULBURX TECHNICAL COLLEGE. 
 
 A very large number of youths from the country around Goulburn have also availed 
 themselves of the teaching to become more proficient in the execution of the many jobs 
 which are constantly being done on farming and pastoral properties, where they are daily 
 engaged. 
 
 The teaching given has undoubtedly helped all the students in seeing more clearly the 
 necessity of combining a good theoretical knowledge with practical skill, and a very good 
 proportion have been enabled to win and accept positions which would otherwise have been 
 rilled by others, from centres where similar training is given. 
 
 The certificates gained by the students have been the cause of many of them gaining 
 preference when the engagement of youths for Government employ has been under consider- 
 ation. 
 
 Teaching is carried 
 on at times most convenient 
 for those residing in the 
 town and country, and all 
 can avail themselves of 
 tuition during the week, or 
 at 'the end of it, when Satur- 
 day morning classes are held. 
 
 THE FITTING AND 
 TURNING CLASSES. The 
 Fitting and Turning Work- 
 shop is held in a room 40 
 feet long by 36 feet wide. 
 It is equipped with the 
 following tools : One four 
 horse - power gas - engine, 
 three lathes, one drilling 
 machine, one shaping ma- 
 chine, one twist drill grinder, 
 marking-off table, benches, 
 and vice, and a number of 
 other smaller tools ; also, 
 smith forges, anvils, and 
 tools. 
 
 DRESSMAKING AND MILLINERY STUDENTS AT QUEANBEYAN, 
 AND THEIR TEACHER, MISS FORTESCUE. 
 
 The work of the students in the first year's instruction consists mainly in the use of the 
 hammer, and chipping, tempering, and sharpening chipping chisels, filing, fitting, and scraping, 
 screwing and tapping by hand. At the bench the aim is to give the students an intelligent 
 understanding of the way to use their tools most efficiently. 
 
 The second year's course continues on similar lines as to workshop practice, all the 
 machines and tools in the workshop being brought into practical use. At the lathes, instruction 
 is given in their construction, use of the slide rest, appliances to be used for special forms of 
 work, turning and boring speeds, and screw-cutting; showing the proper shape and angle of 
 tools, and the best methods for hardening and tempering them. The adjustment of change 
 wheels for single or multiple threads of any required pitch, calculating the wheels for screw- 
 cutting, cutting speeds, and the calculation of the time work should take in execution. 
 
 The Continuation Class takes in the following subjects : Farm blacksmithing, welding iron, 
 making split and solid links, laying and steeling picks, crowbars, and plough-shares, making 
 gate hinges and hooks. 
 
 In all the classes the theory as well as the practical mechanical work is taught, and to 
 aid in this, periodical lectures are given, with the help of blackboard, notes, and sketches. 
 
302 
 
 TECHNICAL EDUCATION. 
 
 THE PLUMBING AND IRONWORKING CLASSES. The Plumbing, Tinsmithing andiron-work- 
 ing Classes have been in progress about two years ; the Plumbing Shop is fitted up with well- 
 constructed benches, lockers, furnaces of different descriptions, and all kinds of appliances 
 
 necessary for the bending, wiping, 
 soldering and working of sheet lead, 
 as required in the plumbing trade. 
 
 Classes in Tinsmithing and 
 Ironworking have all the latest 
 designs of rollers, folders, burring 
 machines, and all other tools required 
 to turn out work from the ordinary 
 pannikin to the jointing, mitreing of 
 down-pipes, gutters, and the striking 
 out and fitting together of orna- 
 mental rain-water heads. 
 
 These classes are well attended 
 by those engaged in the plumbing 
 trade, and a great deal of interest 
 is taken in them by the Master 
 Plumbers, one of whom gives a 
 donation of a guinea to the student 
 who obtains the highest number of 
 marks during the year. 
 
 The modern style of 
 
 THE PLUMBING CLASS-ROOM AT GOULBURN COLLEGE. wor ]_ w hj cn is taught at this class 
 
 has been adopted in several of the 
 
 latest buildings in the town, and also in the large residences in the surrounding districts and 
 so has proved to be a beneficial object lesson to many others, besides those actually 
 attending the classes. 
 
 PROGRAMME OF CLASSES. 
 
 GOULBURN TECHNICAL COLLEGE. 
 
 Resident Science Master in Charge of the College. 
 
 \. J. SACH, F.C.S. (Certificated Battersea-Trained Teacher, and by Science and Art Department, South 
 
 Kensington, London). 
 INORGANIC CHEMISTRY, MINERALOGY, GEOLOGY. ASSAYING, MAGNETISM AND ELECTRICITY AND HEAT, 
 
 PHYSICS, MECHANICS, SOUND, AND LIGHT, ELEMENTARY ART, AGRICULTURE A. J. &! 
 ADVANCED ART Still Life, Antique Miss M. A. Will-Slade. 
 BOOK-KEEPING Double Entry Chas. Gardner. 
 MILLINERY Miss Ada Fortescue. 
 SHORTHAND, TYPEWRITING Miss M. Stewart. 
 SCIENTIFIC DRESSCUTTING AND DRESSMAKING Miss I. Cox. 
 
 TECHNICAL ARITHMETIC A. J. Sacli. .. 
 
 CARPENTRY AND JOINERY, WOOD TURNING, BUILDING CONSTRUCTION AND TRADES DRAWING, 
 
 CARVING (Chip and Relief)'!'. B. Lockley. 
 MECHANICAL DRAWING A. J. Sach. 
 FITTING AND TURNING J. Burness. 
 COOKERY, DOMESTIC SCIENCE Mrs. E. Iredale. 
 PLUMBING, TINSMITHING, AND IRONWORKING G. B. Spragg. 
 SHEEP AND WOOL C. E. Cowley. 
 
Newcastle Technical College and School of Mines. 
 
 [By JOHN MITCHELL, F.L.S. (N.S.W.), Resident Science Master in Charge.] 
 
 THE first Technical Classes established in Newcastle were started by the Committee of the 
 Newcastle School of Arts, and were h e ld in the rooms of that institution in 1877, and subsequently. 
 
 THE STAFF OF THE NEWCASTLE TECHNICAL COLLEGE. 
 
 Reading from left to right 
 
 Front row : Messrs. Webb, Boilernrakingr ; Jones, Carpentry, Ac. ; Collins, Coal-mining; : Mitchell, Resident Master in Charge ; 
 
 Gardiner, Mine-surveying ; Scarfe, Fitting and Turning; Morrison, Applied Mechanics ami Mechanical Drawing. 
 Second row: Mr. Kennedy, I'lunibinir ; Miss Searunt and Miss Watt, Cookery Attendants; Miss Feakes, Cookery ; Miss Rich, 
 
 Dressmaking; ; Rev. Mr. Bowles, Book-keeping ; Mr. Ross, Blacksmithing. 
 Third row : Messrs. Bearby, Patternmaking ; Griffiths, Shorthand : Bennetts, Engineer's Assistant ; Bardsley, Laboratory 
 
 Assistant; Giddy, lion. Assistant Science Teacher ; Chiismas, Mathematks. 
 
 Note. Five of the Staff are absent from this group. 
 
 The subjects taught were Elocution, Grammar, French, and Mechanical Drawing. In 1883 a 
 deputation, representing the citizens of Newcastle, waited upon the Minister for Public Instruc- 
 tion of the day, and brought under his notice the claims of Newcastle and district to have 
 properly constituted technical classes established under the control of the Department of Public 
 Instruction. The representations of the deputation appear to have been satisfactory, for in 
 1884 arrangements were completed by the Minister with the School of Arts Committee to 
 provide accommodation for classes, and the late Mr. John Pentecost, A.R.S.M., was appointed 
 to the position of Science Master, with local control of all the technical classes in the district. 
 
304 
 
 TECHNICAL EDUCATION. 
 
 The following classes were started in 1884 : Chemistry and Mineralogy, under Mr. Pentecost ; 
 Mechanical Drawing and Building Construction Mr. W. Alsop, Teacher; Shorthand Mr. C. 
 Christie, Teacher; Freehand, Model, and Perspective Drawing in charge of Mr. R. A. Smith. 
 The gross enrolment of pupils was 161. Subsequently classes for instruction in Coal-mining 
 were opened at Newcastle and various district centres. 
 
 In 1893 the Newcastle Technical Classes were removed to the old Court-house premises, 
 and as an adjunct to the classes a Technological and Natural History Museum was opened. 
 In 1896 the present Technical College and School of Mines buildings in Hunter-street West 
 were completed, and the classes and museum removed thereto. From this time the work of 
 technical education has continued to grow, and especially has this been the case with the trades 
 classes : and though additional workshops have been erected apart from the original building, 
 and a new class-room for the Plumbers is about to be erected, the class accommodation is far 
 from adequate. For 1908 the individual enrolments were 661 ; consisting of 472 males, and 
 189 females. Additional to these, in the coal-mining centres affiliated with the College, there 
 were eighty-one individuals attending coal-mining and mine-surveying classes. 
 
 At the College and centres forty classes were in operation, affording instruction in 
 Metallurgy, Assaying, Chemistry, Physics, Geology, Mineralogy, Metalliferous Mining, Coal- 
 mining, Mine-surveying, Mechanical, Freehand, Model, Geometrical, Perspective, and Plant 
 Drawing, Design (Art), Machine Design, Fitting and Turning, Applied Mechanics, Boiler-making, 
 Pattern-making, Blacksmithing, Plumbing, Carpentry and Joinery, Staircasing and Hand- 
 railing, Wood-carving, Dressmaking, Millinery, Cookery, Shorthand, Bookkeeping, French, 
 Mathematics, Botany, and Physiology ; and, as an experiment, an industrial continuation 
 class for boys between the ages of 14-16 years has been started, in which the pupils are being 
 taught the subjects considered to be most essential for persons intending to follow some craft 
 in iron- or wood-working 
 
 Newcastle is a mining, industrial, and commercial centre, and the instruction most 
 sought is such as has to do with these sides of social economics ; and on examining the records 
 of the Coal-mining, Mine-surveying, Plumbing, and Engineering classes of the College the fact 
 is revealed that inestimable benefits have been conferred on a very large number of those who 
 were students. The instruction they obtained in the classes enabled them to reach positions 
 that otherwise they never could have aspired to. 
 
 Of those who have attended the Coal-mining classes at the College and district centres 
 in past years thirty-eight now hold colliery managers' certificates, and most of them hold the 
 
 position of colliery manager; some of 
 ^ them are Government Colliery Inspec- 
 tors. Forty-eight others are holders of 
 second-class or under-managers' certifi- 
 cates, and are employed in responsible 
 positions. A very large number of 
 other ex-students and present students 
 hold positions of responsibility as 
 deputies, shot-firers, &c., that they 
 could not hold without the know- 
 ledge acquired by them at the classes. 
 Of those who have passed through the 
 Mine-surveying classes thirty-eight are 
 employed in the collieries of the Com- 
 monwealth as mine-surveyors. Of 
 those who have been members of the 
 Plumbing classes forty-four have be- 
 come licensed plumbers, and a few 
 others sanitary inspectors. Many from 
 
 NEWCASTLE TECHNICAL COLLEGE AND SCHOOL the Engineering classes gained chief 
 
 OF MINES engineer's certificates, and others have 
 
 gained advancement as mechanics. 
 
 The Wood-working classes have done good work. Teachers and others have been largely 
 assisted by the Science and Art classes. 
 
NEWCASTLE TECHNICAL COLLEGE AND SCHOOL OF MINES. 305 
 
 To print a complete list of all the ex-students who have succeeded in their professions 
 and trades would take up far too much space, but enough has been said to prove that much 
 good has been effected by the Technical Classes in Newcastle and district during the twenty-five 
 years they have been in operation ; and this has resulted in spite of the early disabilities in the 
 way of indifferent equipment and accommodation, and too frequently indifference or even 
 direct antagonism from quarters where support and encouragement might reasonably have 
 been expected. 
 
 The future prospects of Technical Education in this district are bright, and proper accom- 
 modation being provided the present number of students could be largely increased. 
 
 The present teaching and lecturing staff of the College and centres is as follows : John 
 Mitchell, F.L.S. (N.S.W.), Resident Science Master in Charge; V. B. Collins, C.C.M., Lecturer 
 in Coal-mining; A. Gardiner, C.C.M., Lecturer in Mine-surveying; H. J. Scarfe, Engineer' in 
 Charge; D. Morison, Lecturer in Applied Mechanics; H. Webb, Teacher of Boilermakihg ; 
 A. A. Bearby, Teacher of Patternmaking ; J. C. Ross, Teacher of Blacksmithing ; Thos. 
 Kennedy, Teacher of Plumbing; W. E. Jones, Teacher of Carpentry and Joinery, Wood-carving, 
 Manual Training, &c; T. T. Flynn, B.Sc., Teacher of Physics; J. A. Rollings, Teacher in Art; 
 C. H. Chrismas, B.A. (Syd.), Teacher of Mathematics; Rev. R. M. Bowles, Teacher of Book- 
 keeping; J. Griffiths, Teacher of Shorthand; Mrs. Everist, Teacher of French and German; 
 John Bennetts, Assistant to the Engineer; Thos. G. J. Giddy, Honorary Assistant to the Science 
 Master; and Jas. J. Fryer, Honorary Teacher of English; Miss Feakes, Teacher of Cookery. 
 
 PROGRAMME OF CLASSES. 
 
 NEWCASTLE TECHNICAL COLLEGE. 
 
 Resident Science Master in Charge: JOHN MITCHELL, F.L.S., of N.S.W. 
 
 > . 
 
 Classes meet at the Technical College, Newcastle West. 
 
 CHEMISTRY John Mitchell. MECHANICAL DRAWING, APPLIED MECHANICS D. N. Morison. METALLURGY, 
 MINERALOGY, PHYSIOLOGY John Mitchell. COAL-MINING V. B. Collins. FITTING AND TURNING 
 H. J. Scarfe. BLACKSMITHING J. C. Ross. PATTERNMAKING A. A. Bearby. BOILERMAKING 
 Henry Webb. DRESSMAKING, MILLINERY Miss Rich. GEOLOGY John Mitchell. MINE 
 SURVEYING Archibald Gardiner. PLUMBING T. Kennedy. ADVANCED ART, FREEHAND 
 DRAWING, MODEL DRAWING, PERSPECTIVE, PRACTICAL, PLANE, AND SOLID GEOMETRY, MODELLING 
 J. A. Hollings. SHORTHAND J. Griffiths. COOKERY Miss Feakes. 
 
 COAL-MINING V. B. Collins, Public School, Plattsburg ; Public School, Minmi ; Public School, West 
 Wallsend ; Public School, Teralba ; A. Gardiner, Public School, Dudley. MINE SURVEYING V. 
 Collins, Public School, Minmi; Public School, Teralba ; Public School, West Wallsend ; Public School, 
 Plattsburg; A.Gardiner, Public School, Dudley. CARPENTRY, MANUAL TRAINING, WOOD-CARVING 
 W. E. Jones. BOOK-KEEPING Rev. R. M. Bowles. MATHEMATICS C. H. Chrismas. BOTANY 
 J. Mitchell. SLIDE RULE. FRENCH, GERMAN^Mrs. Everist. PHYSICS T. T. Flynn. 
 
36 
 
 West Maitland Technical College. 
 
 (By JAMES A. ROLLINGS, Resident Art Master, in charge.) 
 
 Technical classes were first established in this district in 1885. Through the efforts of Messrs. 
 John Fender, R. A. Young, C. E. Norrie, J. Gillies, M.L.A., and other residents, a room was 
 offered by the Committee of the School of Arts for a commencement. Art classes were formed 
 and the writer appointed Instructor. The School of Arts was not then the up-to-date building 
 that it now is, and the room then available was found to be too small and otherwise not suitable 
 A move was then made to the Superior Public School, and in the following year to premises 
 in Freechurch-street, adjoining the Girls' School. The class-rooms of the last-named institu- 
 tion were also brought into requisition. 
 
 In 1888 Mr. Harry Clemens was appointed Mathematical Master, and at the end of the 
 following year the Department of Public Instruction took control of the work. In 1890 
 development went on rapidly under the Directorship of the late Mr. F. Bridges ; and in the 
 year 1892 several teachers (recruited principally from the ranks of the ex-students) had been 
 added to the staff. Mr. Edward Nash, Architectural Drawing, Mechanical Drawing and 
 Building Construction; Mr. Felix Coles and his Assistant, Mr. J. B. Noad, Carpentry and 
 Joinery, Wood Carving, Wood Turning, Manual Training and Fret-cutting; Mr. John Pente- 
 cost, F.C.S., then also the Resident Master at the Newcastle Technical College, took classes 
 in Chemistry (practical and theoretical); Mr. Charles Giles, Book-keeping; Mr. John Gillies, 
 junior, Shorthand and Typewriting; and Miss Alice Fraser, Dressmaking. 
 
 In 1893 the Hon. Sir J. H. Carruthers, then Minister 
 for Public Instruction, authorised the purchase of the site in 
 High-street upon which the old Factory building now in use 
 for the Technical College is located. These old buildings 
 though roomy as to floor space were, as the illustrations show, 
 far too low in the ceilings to make suitable class-rooms or 
 workshops, and became very close in the hot weather. 
 
 The authorities quite realised the industrial prospects 
 of the district, and a building suitable for the requirements 
 was contemplated when the site was acquired. 
 
 After careful consideration plans were prepared for the 
 building shown in the illustration opposite and, as the tenders 
 
 have now been signed for its erection, it will not be long before the College is provided 
 with an up-to-date home. 
 
 The recent opening up of the great coal-fields in the district near the town, has given an 
 immense impetus to its population, and commerce, and has rendered the early provision of 
 suitable Technical College accommodation especially necessary, as the old rooms would have 
 been quite inadequate to meet growing needs. 
 
 In the early days the classes (especially the Art classes) were greatly assisted by the 
 interest taken in the work by the Committees of the Agricultural Associations at Maitland and 
 Singleton. These committees offered prizes for art and other work by the students, and these 
 were eagerly competed for. In 1899 Mr. Tom Roberts, the eminent artist, who was the judge 
 at the Singleton Art competition, was very complimentary as to the quality of the students' work 
 sent, and Mr. Julian Ashton, who adjudicated at the Maitland Art competition, expressed 
 himself as extremely pleased with the work. 
 
 In the case of the competition work sent by the other classes, such as Mechanical Drawing, 
 Carpentry, Wood Carving, Plumbing, &c., the reports of the Judges, Messrs. J. W. Pender, 
 E. Hackett, R. Pender, &c., have been equally satisfactory. 
 
 Many of the students have been greatly assisted in improving their positions through 
 the classes. Mr. Partridge Wall, a large contractor, qualified for a responsible Civil Service 
 position, when quite a young man ; Mr. C. Pender, through his work in the Mechanical Drawing 
 and Building Construction Classes was assisted in obtaining an important position with the 
 
WL/T AMTLAflD 
 
 TechnicaJ Collecje * 
 
 MB.. 
 
 .5- 3. OS 
 
 Elevactiorv to High Jitreet 
 
 * 
 
 Gtxwrvd Floor Plar\ 
 
WEST MAITLAND TECHNICAL COLLEGE. 
 
 507 
 
 o 
 
 MRS. SMITH, 
 
 Dressmaking 
 
 Botany and Geology. 
 
 Carpentry and Joinery, &c. 
 
 MR. HOLLINGS. 
 
 Resident Master in Charge. 
 
 Iluildii ^ Construction and Mechanlcl 
 
 f\ 
 
 ' * * 
 
 MR. YEATES, 
 
 District Art Classes. 
 
 Hon. Assistant, Botany and Geology. 
 
 MR. FLVNN, 
 
 Chemistry. 
 
 or 
 
308 
 
 TECHNICAL EDUCATION. 
 
 COOKERY CLASS-ROOM. 
 
WEST MAITLAND TECHNICAL COLLEGE. 309 
 
 Colonial Sugar Company in Queensland ; Mr. Geo. Walters was appointed Teacher of Plumbing 
 at Hobart Technical College from our Maitland Class ; Messrs. Filmer Bros., two clever electrical 
 engineers, were most industrious students of Chemistry, &c. ; and many of our local business 
 men have been helped largely, through their studies in the various classes. 
 
 The subjects taught at the present time are detailed in the programme of classes which 
 follows this article. 
 
 It will be noticed that there are District Classes (principally Art) at Singleton, Clarence 
 Town, Raymond Terrace, Morpeth and Hinton. At Kurri Kurri, the principal mining town 
 of the district, are useful classes for the study of Coal-mining and Mine-surveying. The 
 population of this large industrial field is coming to value the work done at the College and 
 District Schools, and the young men are looking to the branch for instruction in Electricity, &c. 
 
 PROGRAMME OF CLASSES, 
 
 \VKST MAITLAM) TECHNICAL COLLEGE AND DISTRICT SCHOOLS. 
 Resident Art Master in Charge JAMKS A. ROLLINGS. 
 
 Classes meeting at Technical College, West Maitland. 
 PLUMBING Geo. Lament. TRADES DRAWING J. B. Noad. BUILDING CONSTRUCTION, MECHANICAL 
 
 DRAWING Edward Nash. CARPENTRY AND JOINERY, MANUAL TRAINING (Day Classes for Boys). 
 
 WOOD-CARVING (Ladies' Class), WOOD-TURNING J. B. Xoad. 
 FREEHAND DRAWING; GEOMETRY, PLANE AND SOLID; MODEL DRAWING; PERSPECTIVE; MODELLING; 
 
 ADVANCED ART J. A. Rollings. 
 
 DRESSMAKING Mrs. Kate Smith. SHORTHAND H. M. Cotteril. BOTANY, GEOLOGY Miss Brewster. 
 CHEMISTRY (INORGANIC) Theoretical, Practical; (ORGANIC)!". Flynn, B.Sc. 
 COOKERY, BOOK-KEEPING, MATHEMATICS As arranged for. 
 
 Classes meeting at Boys' High School, East Maitland. 
 GEOMETRICAL DRAWING J. A. Rollings ; Assistant, G. Yeates. MANUAL TRAINING J. B. Xoad. 
 
 Class meeting at Girls' High School, West Maitland. 
 FREEHAND DRAWING J. A. Hollings. 
 
 Classes meeting at Technical Class-room, Public School. East Maitland. 
 PERSPECTIVE, PLANE AND SOLID GEOMETRY, FREEHAND DRAWING, MODEL DRAWING G. Yeates. 
 
 Classes meeting at Seaham. 
 FREEHAND, MODEL, GEOMETRICAL, AND PERSPECTIVE DRAWING G. Yeates. 
 
 Classes meeting at Clarence Town. 
 FREEHAND, MODEL, GEOMETRICAL, AND PERSPECTIVE G. Yeates. 
 
 Classes meeting at Raymond Terrace. 
 FREEHAND, GEOMETRICAL, MODEL, AND PERSPECTIVE DRAWING G. Yeates. DRESSMAKING Miss Macourt. 
 
 Class meeting at Miller's Forest. 
 DRESSMAKING Miss Macourt. 
 
 MORPFTH TECHNICAL SCHOOL. 
 
 Classes meeting at the Public School. 
 FREEHAND, MODEL, GEOMETRICAL, AND PERSPECTIVE DRAWING G. Yeates. 
 
 IIIXTON TECHNICAL SCHOOL. 
 
 Classes meeting at the Public School. 
 FREEHAND, MODEL, GEOMETRICAL, AND PERSPECTIVE DRAWING G. Yeates. 
 
 SINGLETON TECHNICAL SCHOOL. 
 
 Classes meeting at the Technical Class-room, Public School. 
 FREEHAND DRAWING, MODEL DRAWING, GEOMETRY (PLANE AND SOLID), PERSPECTIVE G. Yeates. 
 
 KURRI KURRI TECHNICAL SCHOOL. 
 
 Classes meeting in Public School. 
 COAL-MINING AND MINE-SURVEYING V. B. Collins. 
 
 CESSNOCK TECHNICAL SCHOOL. 
 COAL-MINING AND MINE-SURVEYING V. B. Collins. 
 
 The West Maitland Technological Museum is open to the Public on Monday, Tuesday, Wednesday 
 Thursday, and Saturday. 
 
A 1 bury Technical College. 
 
 (By WM. POWRIE, Resident Master.) 
 
 MR. POWRIE, 
 
 Resident Master, Alhuvy Technical 
 
 The Albury Technical College was opened on 23rd March, 
 1899, with classes in Freehand, Model, Geometrical, Perspective, 
 and Trades Drawing; Wood-carving, Carpentry, and Manual 
 Training. During the year, classes in Shorthand were also 
 opened. In the following year (1900) classes in Dressmaking, 
 &c., were established. During 1906 classes in Millinery were 
 opened, and during 1908 Theoretical and Practical Chemistry 
 were added to the list of subjects taught. 
 
 During the time Technical Classes have been in opera- 
 tion in Albury sterling work has been done, and evidence of 
 the advantages derived by those who have passed through 
 the College is not wanting. 
 
 Some of the employers of labour appear to approve 
 and to appreciate the work being done, inasmuch as they state 
 when advertising for hands that preference will be given to 
 those who have studied at the Technical College. 
 
 PROGRAMME OF CLASSES. 
 
 ALBURY TECHNICAL COLLEGE. 
 
 Resident Master in Charge, WILLIAM POWRIE. 
 
 FREEHAND DRAWING, MODEL DRAWING, GEOMETRICAL DRAWING, PERSPECTIVE AND TRADES DRAWING 
 CARPENTRY AND JOINERY, WOOD-CARVING, MANUAL TRAINING, CHEMISTRY (THEORETICAL), 
 CHEMISTRY (PRACTICAL). 
 
Country Technical Schools, 
 
 In addition to the country colleges, detailed descriptions of which have already been 
 given, the following Technical Schools and classes are in operation at various centres through- 
 out the State of New South Wales : 
 
 LITHGOW TECHNICAL SCHOOL. 
 
 L. HENRY, Teacher in charge. 
 Classes meet at the Public School and at the Technical School. 
 
 FREEHAND DRAWING, MODEL DRAWING, PERSPECTIVE Mr. R. Dennis. WOOD-CARVING As arranged for. 
 MATHEMATICS L. Henry. BOOK-KEEPING C. Cookson. SHORTHAND A. W. Reid. CHEMISTRY 
 (THEORETICAL) H. V. Nicholls. GEOMETRICAL DRAWING R. Dennis. PHYSICS E. J. C. Rennie. 
 COAL-MINING, MINE-SURVEYING John Durie. PRACTICAL CHEMISTRY H. V. Nicholls. MECHANICAL 
 DRAWING, APPLIED MECHANICS W. Burrows. DRESSMAKING Miss King. SANITARY INSPECTORS 
 D. Owen. 
 
 ARMIDALE TECHNICAL SCHOOL. 
 
 Classes meet at the (late) Olympic Hall, Jessie-street. 
 
 A. W. CHAPPLE, Teacher in Charge. 
 
 FREEHAND AND MODEL DRAWING, STILL LIFE, GEOMETRICAL DRAWING, PERSPECTIVE, PLANT DRAWING. 
 
 ANTIQUE DRAWING, MODELLING, DESIGN, WOOD CARVING. 
 CARPENTRY E. Whitfield, Teacher. 
 
 LANDSCAPE (SKETCHING) Black and White, Life Class, Flower Painting. 
 COOKERY Miss B. Geddes, Teacher. WOOL-CLASSING J. Hannaford. 
 
 COBAR TECHNICAL SCHOOL. 
 
 Classes meet at the District School, Cobar. 
 
 FREEHAND, MODEL, PERSPECTIVE, AND GEOMETRICAL DRAWING; MATHEMATICS (ARITHMETIC); ALGEBRA 
 
 AND GEOMETRY; TRIGONOMETRY A. W. Hicks, B.A. 
 MECHANICAL DRAWING T. C. Groom. CHEMISTRY M. A. Sullivan. 
 
 TAMWORTH TECHNICAL SCHOOL. 
 
 Classes meet at the District School, School of Arts, and Council Chambers. 
 A. J. McCoY, Teacher in Charge. 
 
 MATHEMATICS A. J. McCoy, Teacher. 
 
 ART Freehand, Model, Geometrical, Antique, Plant and Perspective Drawing, Design, Wood Carving, and 
 
 Life Class A. W. Chappie, Teacher. 
 CARPENTRY R. Taylor, Teacher. BOOK-KEEPING. J. A. McLeod, Teacher. DRESSMAKING, MILLINERY. 
 
 Miss E. Perel, Teacher. WOOL-CLASSING. 
 
 ORANGE TECHNICAL SCHOOL. 
 Classes meet at the Superior Public School, Orange. 
 FREEHAND AND MODEL DRAWING. Miss Collingridge. GEOLOGY, BOTANY. T. C. DWYER, B.Sc. 
 
3 12 
 
 Scholarships and Bursaries. 
 
 SCHOLARSHIPS. 
 
 (A) Scholarships distinguished in these Regulations as (a) District and High School, (6) Agricultural, 
 (c) Junior Technical, (d) Intermediate Technical, (<) Senior Technical, shall be awarded annually upon com 
 petitive examination to deserving pupils of schools within the State. 
 
 DISTRICT AND HIGH SCHOOL SCHOLARSHIPS. 
 
 District and High School Scholarships to the number of one hundred (100) annually shall be available 
 for pupils of the following groups of schools, the number allotted to each group to be determined in connection 
 with each half-yearly examination, and shall also be available for pupils in schools other than State Schools : 
 
 Group (a) Schools in Classes I and II. 
 
 Group (6) Schools in Classes III and IV. 
 
 Group (c) Schools in Classes V, VI, and VII, including Subsidised Schools. 
 
 Applicants from schools other than State Schools shall be included with one or other of these groups, as may 
 be determined by the attendance of the school attended in each case. 
 
 (i) These Scholarships shall be tenable for three years at a District School, High School, Superior Public 
 School, or, in the case of boys, for two years at the Hurlstone Agricultural Continuation School or other similar 
 school hereafter established, and shall entitle the holders to free education at such schools and to a grant of text- 
 books not exceeding in value one pound ten shillings (i IDS.) per annum. 
 
 (ii) The holder of a Scholarship who elects to attend the Hurlstone or other Agricultural Continuation 
 School, and who is unable on account of distance of his home from such school to attend as a day student, will 
 be charged a residential fee at the reduced rate of five guineas (5 55.) per quarter. 
 
 (iii) Where the successful candidate elects to attend a Superior Public School which is not a District 
 School, the Scholarship will be tenable at such school for a period of two years only, but will be extended to 
 another year if the holder attends a school providing a third year course. 
 
 (iv) The examination for District and High School Scholarships will be open to all boys and girls under 
 1 5 years of age on the date of examination. 
 
 (B) AGRICULTURAL SCHOLARSHIPS TO HAWKESBURY COLLEGE. 
 
 Three Scholarships shall be awarded annually to students of the Hurlstone Agricultural Continuation 
 School, or other similar school hereafter established, who have passed with greatest credit through the two- 
 years' course at such school. The Scholarships shall be awarded on the record of the students at the school 
 as shown by the report of the Principal, together with the results of the final examination, and shall entitle 
 the holders to a two-years' course at the Hawkesbury Agricultural College, and to a grant of text-books not 
 exceeding in value one pound ten shillings (\ IDS.) per annum. 
 
 (c) JUNIOR TECHNICAL SCHOLARSHIPS. 
 
 Junior Technical Scholarships to the number of twenty (20) annually shall be available for pupils of the 
 following groups of schools, the number allotted to each group to be determined in connection with each half- 
 yearly examination : 
 
 Group (a) Schools in Classes I, II, III, and IV. 
 
 Group (ft) Schools in Classes V, VI, and VII, including Subsidised Schools. 
 
 (i) Junior Technical Scholarships shall be tenable for two years at a Technical College or School or 
 Continuation School for courses of instruction approved by the Minister, and shall entitle the holders to exemp- 
 tion from payment of fees and to grant of text-books not exceeding in value one pound ten shillings (i los.) 
 per annum, and, where such is necessary, to a travelling allowance not exceeding five pounds (5) a year, to 
 enable the holders to travel from and to their homes to and from the nearest Technical College or School where 
 the desired course of instruction is available. 
 
 (ii) The examination for these Scholarships will be open to all boys and girls under 15 years of age 
 on the date of examination. 
 
 (D) INTERMEDIATE TECHNICAL SCHOLARSHIPS: To TECHNICAL COLLEGE COURSES. 
 
 Intermediate Technical Scholarships to the number of twelve (u) annually shall be awarded to boys 
 to enable them to attend a Technical College for any one of the following day courses: 
 
 Agriculture; Sheep and Wool Training; Chemistry, Assaying, and Metallurgy; Mechanical Engineer- 
 ing ; Sanitary Engineering ; Mining ; Architecture ; Art. 
 
 (i) These Scholarships will be tenable for three (3) years, and will entitle the holders to exemption 
 from payment of fees and to a grant of text-books not exceeding in value one pound ten shillings (i IDS.) per 
 annum, and, where such is necessary, to a travelling allowance not exceeding five pounds (^5) a year to enable 
 the holders to travel from and to their homes to and from the nearest Technical School where the desired course 
 of instruction is available. 
 
 (ii) The examination for these Scholarships will be open to all boys still attending school over 17 years 
 of age on the date of examination. 
 
SCHOLARSHIPS AND BURSARIES. 313 
 
 (E) SENIOR TECHNICAL SCHOLARSHIPS. 
 To organised Day Courses of Technical Colleges. 
 
 Four Scholarships shall be allotted annually in January of each year for competition amongst youths 
 in employment, to enable them to attend the Organised Day Courses of the Technical Colleges. 
 
 (i) The candidates must be under 18 years of age on the ist day of February following the entrance 
 examination to the day courses. 
 
 (ii) The Scholarships will be tenable for three years, and will entitle the holders to exemption from 
 fees, to a grant of text-books not exceeding in value two pounds (2) per annum, and to a monetary allowance 
 of twenty pounds (20) per annum. 
 
 (F) FROM CLASSES IN SMALL TECHNICAL SCHOOLS TO ADVANCED CLASSES IN THE SAME SUBJECTS AT CENTRAL 
 
 TECHNICAL COLLEGES. 
 
 Three Scholarships shall be awarded annually in January of each year to students distinguished in classes 
 at small Technical Schools to enable them to attend the more advanced classes in the same subjects at a central 
 Technical College, where such advanced classes are not held at the local Technical School or College. 
 
 (i) The Scholarships will be tenable for the remainder of the full course in the subjects taken, and will 
 entitle the holders to exemption from paymentiof fees and to a grant of text-books not exceeding in value 
 four pounds (4) per annum. When a student holding a Scholarship must necessarily, as in most cases, board 
 away from home in order to attend the Central Technical College, a monetary allowance of thirty pounds (30) 
 per annum will be granted. In cases where the student need not board away from home in attending the 
 classes, a travelling allowance not exceeding five pounds (^5) per annum may be granted where necessary. 
 
 (o) COOKERY CLASSES AT SYDNEY TECHNICAL COLLEGE. 
 
 Three Scholarships shall be awarded annually for competition amongst girls over 18 years of age who 
 have gone through a course of instruction in cookery in any of the Technical Schools or Colleges or Public 
 Schools under this Department. 
 
 (i) The Scholarships will be tenable for two years at the Sydney Technical College, and will entitle 
 the holders to exemption from payment of fees during the complete Cookery Course, and to a grant not exceeding 
 one pound (i) for necessary text-books. When a student holding a Scholarship must necessarily board away 
 from home in order to attend the College, an allowance of thirty pounds (^30) per annum will be granted. 
 
 (ii) The holders of these Scholarships will be required to undergo the necessary training as Assistant 
 Teachers of Cookery. Should, however, a student show, before completion of the first year's course, that she does 
 not possess the necessary qualifications for teaching, the Scholarship will be withdrawn at the end of the first year. 
 
 (H) To DRESSMAKING AND MILLINERY CLASSES AT THE SYDNEY TECHNICAL COLLEGE. 
 
 Three Scholarships shall be awarded aroually for competition amongst girls over 18 years of age who 
 desire to become Teachers of Dressmaking ar ^ Millinery. 
 
 (i) The Scholarships will be tenable for (wo years at the Sydney Technical College, and will entitle 
 the holders to exemption from payment of fees whilst attending the classes prescribed in the College Calendar, 
 and to a grant not exceeding one'pound(\) for necessary text-books. When a student holding a Scholarship 
 must necessarily board away from home in order to attend the College, an allowance of thirty pounds (30) 
 per annum will be granted. 
 
 (ii) The holders will be required to pass the annual examinations in the subjects in which they receive 
 instruction. Should, however, a student show, before the completion of the first year's course, that she does not 
 possess the necessary qualifications for teaching, the Scholarship will be withdrawn at the end of the first year. 
 
 (i) SCHOLARSHIPS IN CONNECTION WITH THE EVENING COURSES AT THE VARIOUS CENTRAL TECHNICAL SCHOOLS 
 
 AND COLLEGES. 
 
 Scholarships shall be awarded annually for competition amongst students going through the regular 
 evening courses in the various Central Schools and Colleges under the Department. 
 
 (i) The Scholarships will be awarded on the results of examination held at the end of each year, and they 
 will entitle the successful candidates to exemption from payment of college fees for the courses they are 
 attending for the ensuing year. 
 
 'ii) Two of these Scholarships will be allotted amongst the students of each year in each subject. 
 
 (j) RESEARCH SCHOLARSHIPS. 
 
 Research Scholarships, tenable for one or more years, shall be awarded to students who have completed 
 their full course at the Sydney Technical College, on the recommendation of the lecturer or teacher, as approved 
 by the Superintendent. These Scholarships will entitle the holders to the use of laboratories and apparatus 
 necessary for the research undertaken by the student. The work to be undertaken, however, is to be approved 
 by the lecturer in charge of the department, and the research in connection therewith is to be under his super- 
 vision and direction. 
 
 (K) BURSARIES. 
 
 Bursaries, distinguished in these regulations as District and High School, Junior Technical, and Inter- 
 mediate Technical, shall be awarded annually upon competitive examination to deserving pupils of State 
 schools whose parents' incomes are not sufficient to enable their children to gain a higher education, 
 
 X 
 
3H TECHNICAL EDUCATION. 
 
 DISTRICT AND HIGH SCHOOL BURSARIES (INCLUDING AGRICULTURAL). 
 
 District and High School Bursaries to the number of seventy-two (72) annually shall be available for 
 pupils of the following groups of schools, the number allotted to each group to be determined at each half- 
 yearly examination : 
 
 Group (a) Schools in Classes I and II. 
 
 Group (b) Schools in Classes III and IV. 
 
 Group (c) Schools in Classes V, VI, and VII, including Subsidised Schools. 
 
 (i) These bursaries shall be tenable for three years, and will entitle a pupil to free education in a High 
 School, a District School, a Superior Public School, or (in the case of boys) the Sydney Grammar School or 
 in the Hurlstone Agricultural Continuation School or other similar school hereafter established, and to a grant 
 of text-books not exceeding in value one pound ten shillings (i IDS.) per annum. When a pupil holding a 
 bursary must necessarily board away from home in order to attend one of these schools, an allowance not 
 exceeding 30 a year, in addition to free education and text-books, will be made, but when it is not necessary 
 on account of distance to board away from home the allowance will not exceed 10 a year. 
 
 (ii) A successful candidate who elects to attend the Hurlstone or other Agricultural Continuation School, 
 and who is unable on account of the distance of his home from such school to attend as a Day Student, will 
 be granted free board and residence at the school in lieu of the monetary allowance already specified. 
 
 (iii) The examination for District and High School Bursaries will be open to all boys and girls under 
 15 years of age on the date of examination, provided they have attended a State School with reasonable 
 regularity for one year preceding the date of examination. 
 
 (L) JUNIOR TECHNICAL BURSARIES. 
 
 Junior Technical Bursaries to the number of twenty (20) annually shall be available for pupils of the 
 following groups of schools, the number allotted to each group to be determined in connection with each half- 
 yearly examination : 
 
 Group (a) Schools in Classes I, II, III, and IV. 
 
 Group (b) Schools in Classes V, VI, and VII, including Subsidised Schools. 
 
 (i) Junior Technical Bursaries shall be tenable for two years at a Technical College or School or Trade 
 School for courses of instruction approved by the Minister, and shall entitle the holders to exemption from 
 payment of fees and to a grant of text-books not exceeding in value one pound ten shillings (\ IDS.) per annum, 
 and, where such is necessary, to a travelling allowance not exceeding five pounds (5) a year to enable the holders 
 to travel from and to their homes to and from the nearest Technical College or School where the desired course 
 of instruction is available. 
 
 (ii) In addition to the above, holders of Junior Technical Bursaries who must necessarily board away 
 from home in order to attend the prescribed courses, shall receive an allowance of twentv pounds (20) per 
 annum, but when it is not necessary on account of distance to board away from home the allowance will not 
 exceed ten pounds (10) per annum. 
 
 (iii) The examination for these Bursaries will be open to boys and girls under 15 years of age on the 
 date of examination. 
 
 (M) INTERMEDIATE TECHNICAL BURSARIES: To ORGANISED DAY COURSES AT SYDNEY TECHNICAL COLLEGE. 
 
 Eight Intermediate Technical Bursaries shall be awarded annually upon competitive examination to 
 boys who have attended a High School, or the higher primary classes of a District School or of a Superior 
 Public School for two years, and who are under 17 years of age on the ist day of July following the first, or 
 the ist day of January following the second, examination in each year. 
 
 (i) The Bursary will be tenable for three years at any of the Organised Day Courses of the Sydney 
 Technical College, and will entitle the holder to exemption from payment of fees, to a grant of text-books 
 not exceeding in value one pound ten shillings (\ IDS.) per annum, and to an allowance of ten pounds (10) 
 per annum when the student resides at home, and to an allowance of thirty pounds (^30) per annum when the 
 student must necessarily board away from home to attend the classes. 
 
 PROPOSED REGULATIONS, 
 
 STATE SCHOOL SCHOLARSHIPS AND BURSARIES. 
 
 Examinations for admission to High Schools, as well as for Scholarships and Bursaries, shall be held 
 half-yearly, in June and December. One half the number of Scholarships and Bursaries annually available 
 shall be awarded after each examination, except in the case of the Scholarships to the Hawkesbury Agricultural 
 College, which will all be awarded in connection with the December examination. 
 
 (i) The parents or guardians of candidates for Scholarships or Bursaries must fill in and forward to the 
 Under Secretary the necessary forms of application at least three weeks before the date of examination. Such 
 forms may be obtained at the Department of Public Instruction. 
 
 (ii) Scholars and Bursars are expected to attend the School (of the class at which the Scholarship 01 
 Bursary is tenable) nearest by a practicable route to their places of residence. In exceptional circumstances, 
 however, the Minister may, on application being made, sanction a departure from this rule. The application 
 should accompany the form notifying intention to compete. 
 
 (iii) A Scholarship or Bursary may be withdrawn at any time during its currency if the holder fails 
 to attend classes regularly and punctually, or fails to give evidence of satisfactory progress, or if the conduct 
 of the holder is not satisfactory. 
 
SCHOLARSHIPS AND BURSARIES. 315 
 
 (iv) A Bursary shall not be awarded to any candidate whose parents' total income exceeds ^300 per 
 annum. The parents of the candidates who are successful in the competitive examination for Bursaries shall, 
 therefore, in each case, be required to make a statutory declaration as to the amount of their income before 
 a Bursary is awarded. j 
 
 SUBJECTS OF EXAMINATION. 
 
 The scope of the examination for Scholarships and Bursaries in each subject will be notified from time 
 to time in the Syllabus of Examinations. 
 
 Candidates from schools in classes V, VI, VII, and from subsidised schools, will not be examined in 
 Latin or French. 
 
 Subjects of Examination in Section 
 
 (E) English, Arithmetic, Algebra, Geometry, and either Chemistry or Physics University Junior 
 
 Standard. 
 
 (G) English (Composition), Arithmetic, Domestic Science; Practical Cookery Text-book recom- 
 mended, " The Science of Home Life," by W. Jerome Harrison. 
 
 (H) English (Composition), Arithmetic, Geometrical Drawing, Practical Test in Needlework. 
 Since this scheme has been brought into operation, there are thirteen scholars and seventeen bursars 
 attending the Technical Continuation School and Classes. 
 
 EXAMINATIONS. 
 
 Notes applicable to all Colleges and Schools throughout the State of New South Wales. 
 
 NOTE i. Special attention is invited to the following extract from the Syllabus of Studies for Public 
 School Teachers and Pupil-teachers, last published by the Public Service Board : 
 
 NOTE 2. Certificates issued to Teachers and Pupil-teachers by the Technical Education Branch in the 
 undermentioned subjects will exempt the holders from further examination in such subjects, according to 
 the following provisions : 
 
 Physics Course B and Course C. 
 
 Chemistry First year theory, and first year practice ; or first and second years' theory. 
 
 Geology First year. 
 
 Botany First year. 
 
 Physiology The full course. 
 
 NOTE. Students are advised to consult the list of dates for the Annual Examinations, 1909, before 
 joining the classes. The Provisional List is published at the beginning of the year to prevent students taking 
 those subjects the examination for which fall upon the same date. 
 
 1. The Annual Examinations are held during the month of December. 
 
 2. A student who holds a certificate in any grade will not be awarded a second certificate in that grade. 
 
 3. The class work done during the year, either theoretical or practical, or both, will be taken into account 
 account in deciding whether a Student is to pass or fail at the annual examination. 
 
 4. Students are eligible for examination in any subject in which they have actually received not fewer 
 than 80 per cent, of the total number of lessons forming the complete year's course in the subject. Where 
 the attendance falls short of 80 per cent., the case will be considered on its merits. 
 
 5. Prizes are awarded to students who obtain honors, provided they have attended the classes three 
 full terms, also the term examinations, in the year in which they are examined, and have not previously passed 
 in the subject. 
 
 CERTIFICATES. 
 
 Certificates are awarded to students who attend the classes and pass the required examinations. 
 
 DIPLOMAS. 
 
 Diplomas are awarded to students who have obtained the Certificates in any Department and have 
 passed the final examination in the principal subjects in the first grade. 
 
 ASSOCIATESHIPS. 
 
 The title of Associate of the Sydney Technical College is conferred upon any student who passes the 
 final examinations in the principal subject with honors. Associates may attend any one course of lectures 
 free of charge. 
 
 The title of Associate of the Sydney Technical College is also conferred upon any Teacher or Officer of 
 the Technical Education Branch who has given twenty consecutive years' service in such capacity. 
 
 FELLOWSHIPS. 
 
 The Fellowship of the Sydney Technical College will be conferred upon those who, having obtained the 
 Associateship, shall have spent not less than six years in actual practice, and shall have done some original 
 and valuable research work, or have contributed to the advancement of the industry in which they are engaged. 
 
 The title of Fellow of tht Sydney Technical College is conferred upon any Lecturer in charge of any 
 Department, or Resident Master, or a Superior Officer, who has held such position under the Technical Educa- 
 Branch for at least twenty consecutive years. 
 
 J. W. TURNER, 
 Technical College, Sydney. Officer Directing Technical Education. 
 
The 1909 Exhibition of Students' Work. 
 
 (By THE EDITOR.) 
 
 ON the a6th March, 1909, Mr. Turner, Superintendent of Technical Education in New South 
 Wales, forwarded the following circular letter to every Lecturer and Teacher in the Technical 
 Colleges and Schools throughout the State : 
 
 EASTER EXHIBITION. 
 " Dear Sir or Madam, 
 
 " I am glad to be able to inform you that arrangements are well forward for the 
 forthcoming Easter Exhibition of Technical Education, and as you are no doubt keenly 
 interested in the function, I take this opportunity to apprise you of the draft pro- 
 gramme. 
 
 " The opening is to take place on Wednesday, April I4th, at 2 p.m. ; the official 
 opening at 3 p.m. ; the evening session at 7 p.m. 
 
 " The Exhibition will then be continued on Thursday, I5th, and Friday, i6th, 
 morning, afternoon, and evening, at 10 a.m., 2 p.m. and 7 p.m., respectively. 
 
 "The arrangement of the different exhibits is under the charge of the respective 
 Lecturers who will be responsible for the receipt, arrangement, and despatch of the 
 suburban and country exhibits. These should be sent so as to reach the College on the 
 5th, or at latest, 7th of April. The usual certificates for reduced railway fare will be 
 issued from the Central College to country students who wish to attend the Exhibition. 
 
 " Your resident master has, no doubt, impressed upon you the need for every 
 possible effort being made to insure success. 
 
 " The Exhibition, which will be the function of the technical year, must be 
 thoroughly representative. We must exhibit of our best when we go before the general 
 public for their recognition. 
 
 " Again, the value of the Exhibition to Teachers and Students cannot be over- 
 estimated. By it the past results can be compared with the present instruction, defects 
 remedied and an incentive given for fresh endeavour. 
 
 " For these reasons I would urge that sacrifice be made by all to obtain the greatest 
 possible results. Only by the best effort, both in exhibiting and attending, can justice 
 be done the present high-water mark reached by Technical Education in New South 
 Wales." 
 
 In a subsequent circular letter equally widely distributed Mr. Turner furnished the 
 following additional particulars : 
 
 " The opening ceremony will take place in the Physics Hall, on Wednesday after- 
 noon, I4th April, at 3 p.m. 
 
 "The Hon. J. A. Hogue, Minister of Public Instruction, will preside. 
 
 " The Minister has sanctioned the closing of all Colleges and Schools represented 
 at the Exhibition, to enable Lecturers and Teachers to attend. 
 
 " A Conference of Lecturers and Teachers will be held in the Physics Hall, on 
 Thursday morning, I5th April, at 10.30. You are invited to forward any suggestion 
 on matters which you deem fit for discussion. 
 
 " A social reunion of the Staff (including City and Country Members) to which 
 you are cordially invited, will be held in the Technological Museum and Physics Hall, 
 on Saturday evening, I7th April, at 7.30 p.m." 
 
 These letters are printed here, first, because they give an excellent epitome of the 
 arrangements made for an exhibition, which not only comprises the work of the students in 
 the great central Sydney College, where the exhibition is held, but also that of those in the 
 Technical Colleges and Schools throughout the whole of a State having an area of 310,372 
 square miles, more than three and a half times that of Great Britain, and stretching inland 
 from east to west for about 600 miles, and north and south along the coast for about 800 miles. 
 
THE 1909 EXHIBITION OF STUDENTS' WORK. 317 
 
 Second, because they provide a concise statement of the objects the Superintendent had in 
 view in approving and organising the Exhibition ; and third, because they furnish an excellent 
 indication of Mr. Turner's methods in dealing with the great body of men and women under 
 his control, who constitute the Technical Teaching and Administrative Staffs, methods which 
 have earned for him not only the respect, but the sincere affection of every officer in the service. 
 The idea of instituting an exhibition of this kind, to mark the close of the first quarter 
 century of organised Technical Education in New South Wales, originated with Mr. Turner's 
 Advisory Council, of which he is the President. 
 
 MR. TURNER, SUPERINTENDENT OF TECHNICAL EDUCATION, AND HIS ADVISORY COUNCIL, 
 WHICH IS ALSO THE GENERAL EXHIBITION COMMITTEE. 
 
 This council which is a permanent body, consisting of the chief officers and lecturers of the 
 Technical Education Branch_of the Department of Public Instruction, was called into existence 
 for the first time by Mr. Turner, immediately on his accession to the^position of Superintendent 
 of Technical Education, and it_;, is intended that it should also form the permanent general 
 committee of this, and of the subsequent regular annual^exhibitions^which are contemplated. 
 
 This act of Mr. Turner's, which was as welcome as it was unprecedented, initiated a policy 
 which he has steadily pursued ever since. 
 
 To any one who has read this monograph, and has observed the absolute diversity of 
 the Technical subjects dealt with by the men and women teachers, all of whom are specialists 
 in their own particular lines, it must be abundantly evident, that no one man, however clever, 
 could possibly be practically acquainted with the Technical detail of each branch. It naturally 
 follows that any attempt to force those experts to adopt methods, of which they disapproved, 
 and which they knew could not be founded on any practical knowledge of their work, could 
 only end in dissatisfaction if not disaster, and must inevitably lead to disorganisation, and 
 the weakening of that respect and personal influence whichfevery^successful captain of Technical 
 Education must, as a matter of course, command. 
 
 Mr. Turner, with that breadth of mind, that perfect and firm grasp of the duties of his 
 high position, and that unsurpassed firmness, tact, and kindliness, in dealing with men and 
 women, all of which are characteristic of him, has frankly admitted his belief in those facts 
 from the first, and has acted on that belief. This he has made plain not only to his Teaching 
 Staff, but also to the many representatives of the vast variety of Professions, Trades, and 
 Callings, who have interviewed him in regard to the Technical subjects in which they were 
 interested, and while always making it perfectly clear that he reserved to himself his undoubted 
 right to adopt, or reject, he always has made it equally clear that he welcomed their interest 
 in the work, and their freely expressed opinions as to its conduct and improvement. The 
 
TECHNICAL EDUCATION. 
 
 result of this policy has been simply what might be expected ; he is respected, admired, and 
 approved of by all with whom he has come in contact by his Teachers, and by the interested 
 public alike. The former are eager to carry out his orders, and in the latter has been created 
 a personal interest in the progress and success of the whole work, which is already bearing good 
 fruit. 
 
 The success of this Exhibition is but another evidence of the success of Mr. Turner's 
 administration. The members of his Staff throughout the whole State have gone heartily 
 into the matter, not only as as duty, but as a pleasure, and in this way an assemblage of work 
 has been secured, which would have been impossible with a mere half-hearted obedience to the 
 commands of a less loved head. 
 
 Besides showing those of the general public who visit this Exhibition the nature and 
 quality of the work being done; there is another very important object which is referred to in 
 the circular letter printed in this article. The examinations set, are the same all over the State, 
 and all the examination papers are sent down to Sydney, and examined together by experts 
 in each branch of the work. But, with our immense distances in New South Wales, it is 
 obviously impossible to deal in the same way with the whole mass of the practical work done 
 during the year, and equally impossible for the Sydney experts to visit the widely separated 
 Colleges and Schools to inspect it. It has, therefore, been found necessary to call on the 
 teachers themselves, at each separate centre, to appraise this class of work. As all the certifi- 
 cates issued to the students throughout the State are intended to have the same value, it thus 
 becomes of the utmost importance that each teacher should judge his students' practical work 
 from the same high standard. This exhibition, affording as it does, an opportunity to each 
 of those teachers to compare the best of his own students' work with the best of the work pro- 
 duced at the Central College, or elsewhere, will be of incalculable value in establishing such a 
 standard, but also, as the Superintendent clearly puts it in his circular letter quoted, "by it 
 the past results can be compared with the present instruction, defects remedied, and an incentive 
 given for fresh endeavour." 
 
 The following are the names of the members of the Sub-committees who have special 
 charge of the subjects named, in connection with this Exhibition : 
 
 GENERAL EXECUTIVE COMMITEE. 
 
 Messrs. J. W. Turner (Convener), G. Hooper, C. A. Sussmilch, A. W. Chappie and 
 W. J. C. Ross. 
 
 GENERAL DECORATION COMMITTEE. 
 Messrs. J. R. Wright (Convener), P. W. Johnston, and H. Lord. 
 
 RECEPTION COMMITTEE. 
 
 Messrs. J. W. Turner (Convener), G. Hooper, W. J. C. Ross, and Misses Monro and 
 Roberts. 
 
 PRINTING AND PRESS-WORK (PUBLICATION COMMITTEE). 
 
 Messrs. J. L. Bruce (Convener and Editor), C. A. Sussmilch, J. R. Wright, J. B. Brown 
 and J. Nangle. 
 
 As this brief notice is necessarily written before the actual opening of the Exhibition, 
 it is impossible to enter into detail. There is, however, already sufficient evidence to prove 
 the reality of its representative character, and consequent success as regards its main object, 
 namely, in proving to the public the variety and excellence of the work done. 
 
 That the Public of New South Wales will take advantage of the opportunity offered 
 there can be no doubt ; their warm interest in the subject is shown by the enormous numbers 
 of their representatives, who nightly attend the various classes throughout the State. Even 
 if only the parents and friends of the thousands of Technical students visited the Exhibition , 
 its success in that respect also would be assured. 
 
THE TECHNICAL EDUCATION BOARD FROM 1883 TO 1889. 
 
 The old New South Wales Board of Technical Education, which initiated 
 the first organized system of Technical Education in Australia, con- 
 sisted of the following gentlemen : 
 
 President : 
 EDWARD COMBES, C.E., C.M.G. 
 
 Vice-Presidents : 
 
 NORMAN SELFE, M.I.C.E., M.I.M.E., M.I.N.A. 
 HENRY CHAMBERLAINE RUSSELL, B.A., F.R.A.S., F.R.S., Government Astronomer. 
 
 Members : 
 
 EZEKIEL ALEXANDER BAKER. 
 JAMES BARNET, Colonial Architect. 
 OWEN BLACKET. 
 
 THOMAS BOWERMAN BELGRAVE, M.D., M.R.C.S. Edin. 
 THOMAS FREDERICK DE COURCY BROWNE, M.P. 
 ANGUS CAMERON, M.P. 
 WILLIAM HOSKING EDMUNDS. 
 JACOB GARRARD, M.P. 
 TRAVERS JONES, M.P. 
 ALEXANDER KETHEL, M.P. 
 
 ARCHIBALD LIVERSIDGE, M.A., F.R.S., Professor of Chemistry and Mineralogy in 
 the University of Sydney. 
 
 LEWIS LLOYD. 
 
 SAMUEL WILKINSON MOORE, M.P. 
 
 WILLIAM GILMOUR MURRAY. 
 
 RICHARD LENNON MURRAY. 
 
 JOHN NORTON OXLEY. 
 
 GEORGE FRANCIS POOLE. 
 
 THE HON. JOHN SUTHERLAND, M.P., Minister for Public Works. 
 
 CHARLES SMITH WILKINSON, F.G.S., F.L.S., Geological Surveyor. 
 
 THE HON. WILLIAM CHARLES WINDEYER, Puisne Judge. 
 
 JOHN YOUNG, J.P. 
 
 Secretary : 
 EDWARD DOWLING. 
 
 SYDNEY: WILLIAM APPI.EGATF, GULLICK, GOVERNMENT PRINTER. 1909. 
 
*.- 
 

r.MYKIi-ITY OK C'ALIFOUNIA LIBRARY 
 
 THIS BOOK IS DUE ON THE LAST DATE 
 STAMPED BELOW 
 
 31 
 
 30iR-l,'15 
 
instruc. dept. Technical 
 
 educ. fcrancfi. 
 
 ^uarteir century of ~ 
 technical education in 
 N. S. Wales. 
 
 Jul.31 
 
 * 
 
 Brainerd* 
 
 198981 
 
 I' YA O \> J O^AjLJS J-IBRARY